Career Opportunities in Girls’ Schools
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There is no doubt: The time for girls—and girls’ schools around the world—is now. In recent years, people across the globe have come together to support one another and to develop creative solutions for navigating this new world. Our girls’ school students have had the unique opportunity to witness global changemaking happening in real time on an unparalleled scale. What is most inspiring is that so much of the change and progress has been directed by girls and women. Girls’ schools provide unique benefits that catalyze important progress, and the people who power those schools help to prepare the young leaders of today to embrace all of the opportunities and challenges that lie before them.
Many of the world’s most gifted educators and professionals are found working in girls’ schools. With more than 550 member schools, the International Coalition of Girls’ Schools is a richly diverse network of schools in every sector in more than 25 countries. Join us in this important work! Those interested in career opportunities at ICGS schools are invited to explore hundreds of listings that are regularly updated. Questions may be directed to info@girlsschools.org.
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Director of Mission and Ministry
Posted: Feb. 20, 2026
Houston, Texas, United States
Duration: Full Time (11 month position)
Reporting to: Head of School
FLSA: exempt
Schedule: Monday through Friday (participate in some overnight retreats/mission trips/some student evening events and faculty/staff and parent evening formation events)
Hours: 7:45 am – 4:00 pm
Mission: Rooted in the Catholic, Dominican tradition, St. Agnes Academy challenges young women through exceptional academic preparation and transformational experiences to lead with integrity, joy, and a commitment to social justice.
Position Summary and Job Purpose:
The Director of Mission & Ministry serves as the chief steward of the school’s Catholic and Dominican identity. This is a leadership position that shapes institutional identity at the highest level. As a member of the Head of School’s Administrative Team, this leader ensures the strategic integration of mission across all dimensions of school life, including governance, culture, curriculum, formation, and community engagement. The office of Mission and Ministry is integral to the mission and charism of St. Agnes Academy and builds a mission-aligned culture of respect, as well as creating ongoing opportunities for faith development and spiritual direction of students, faculty, staff, parents, and alumnae, and assuring that community activities reflect the school’s stated mission.
The Director collaborates closely with the Head of School, Principal, Board of Directors, Archdiocese, and sponsoring Dominican congregation, taking the lead on matters related to Dominican Veritas Ministries (DVM) sponsorship to sustain and advance the school’s Catholic and Dominican charism in a dynamic educational environment.
*For more details and qualification please review full description
Director of Campus Ministry
Posted: Feb. 20, 2026
Houston, Texas, United States
Duration: School Year per contract (10 months plus additional summer days)
Reporting to: Director of Mission and Ministry/Principal
FLSA: exempt/contract
Schedule: Monday through Friday (participate in overnight retreats/mission trips/student evening events)
Hours: 7:45 am – 3:20 pm
Mission: Rooted in the Catholic, Dominican tradition, St. Agnes Academy challenges young women through exceptional academic preparation and transformational experiences to lead with integrity, joy, and a commitment to social justice.
Job Purpose:
The office of Campus Ministry is integral to the mission of St. Agnes Academy. In collaboration with the Director of Mission and Ministry and the Assoc. Directors of Campus Ministry, the Director of Campus Ministry is responsible for nurturing spirituality and creating ongoing opportunities for faith development of students with an intentional focus on service and living faith, building an inclusive environment for students who might not otherwise be engaged in their faith.
The main responsibilities will include:
· Create the overall vision of the retreat program in collaboration with the Assoc Directors and oversee the planning and execution of retreats by the Assoc. Directors. Serve as the primary administrator on each retreat by responding to critical issues and overseeing high-level logistics.
· In collaboration with the Assoc Directors, create the overall vision for the formation of the Dominican Preaching Team (peer ministry) and other leadership opportunities in campus ministry
· Design and facilitate ongoing faith development opportunities throughout the year, focusing especially on discipleship and sustainable faith among all students, from the first moments of 9th grade, through their experience at St. Agnes.
*For more details and qualifications please review full description
Chemistry Teacher
Posted: Feb. 20, 2026
Houston, Texas, United States
Chemistry Teacher
Duration: 12 Month contract- 10-month work/school year
FLSA: Exempt
Hours: Full-time 7:50 – 3:20
Mission: Rooted in the Catholic, Dominican tradition, St. Agnes Academy challenges young women through exceptional academic preparation and transformational experiences to lead with integrity, joy and a commitment to social justice.
Job Purpose: St. Agnes Academy teachers educate within the high school academic level. They teach, inspire, advise, critique, question and counsel to bring out the best in our Academy women.
Main Responsibilities:
-Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
-Follow the faculty expectations outlined in faculty handbook
-Manage student behavior in the classroom by establishing and enforcing rules and procedures
-Be familiar and enforce student handbook policies
-Encourage and monitor the progress of individual students and use information to adjust
strategies
-Prepare required reports on students and activities
-Participate in department, school and parent meetings
-Communicate necessary information regularly to students, colleagues and parents regarding
student progress and needs
-Establish and communicate clear objectives for all learning activities.
-Provide a variety of learning materials and resources for use in educational activities
-Assign and grade class work, homework, tests and assignments in a timely fashion and update
systems accordingly
-Communicate and partner with parents in a timely manner Participate in student/faculty
activities (such as retreats, lunch duty, faculty meetings, in-service activities)
-Follow school emergency procedures
-Other duties as deemed necessary by the Department Chair, Assoc. Academic Deans,
Principal, Head of School
Requirements/Qualifications
See full description for all details
English Teacher
Posted: Feb. 20, 2026
Pasadena, California, United States
English Teacher
Mayfield Senior School ofthe Holy Child Jesus
Pasadena, California
Mayfield Senior School, an independent Catholic girls’ high school, seeks a mission-driven,
dynamic, and student-centered English Teacher for the 2026–2027 school year. This is a
full-time, 10-month, exempt faculty position.
Position Overview
Rooted in the Holy Child commitment to educating the “whole child” and launching young
women for success, Mayfield Senior seeks an experienced English educator with strong content
knowledge in literature and writing, pedagogical expertise, and a deep understanding of how
students learn best in discussion-driven, reading- and writing-intensive classrooms.
The successful candidate will inspire curiosity, confidence, and critical thinking while fostering a
classroom community grounded in respect, collaboration, and intellectual engagement. This
teacher will be an integral member of the school community, contributing fully to the life of the
school. Responsibilities include teaching four to five sections of English (which may include
honors and/or AP-level courses) and fulfilling other duties as assigned.
Successful Candidates Will Demonstrate:
● Positivity and enthusiasm for all aspects of school life
● Deep expertise and passion for literature, writing, and inquiry-based learning
● Commitment to cultivating student voice, discussion, and critical thinking
● Patience, persistence, and adaptability
● Excellent communication and interpersonal skills
Key Responsibilities
● Model and promote the mission, values, and Holy Child charism of the school
● Employ diverse instructional strategies to support a range of learners
● Create a safe, inclusive, and supportive classroom environment
● Design and deliver engaging, rigorous English curricula for high school students
● Teach college-preparatory, honors, and/or AP English courses across grades 9–12
● Facilitate close reading, analytical writing, research, and discussion-based learning
● Provide individualized student support, including writing conferences and additional help
outside of class time
● Respond thoughtfully to individual learning needs using a student-centered approach
● Collaborate with colleagues on curriculum alignment and instructional practices
● Participate fully in school life, including advisory, faculty meetings, grade-level initiatives,
and student programs
● Maintain regular on-campus presence during the academic year (except school breaks)
● Participate in evening and weekend events as required
● Engage in ongoing professional development to advance inclusive and effective teaching
practices
Qualifications
● Bachelor’s degree in English, Literature, or Education (master’s degree preferred)
● Minimum of five years of teaching experience (independent and/or girls’ school experience
preferred)
● Ability to build collaborative relationships with students, colleagues, administrators, and
families
● Commitment to the mission and core values of a Holy Child school
● Demonstrated commitment to fostering a culturally responsive classroom where all
students feel seen, valued, challenged, and supported
● Demonstrated commitment to student safeguarding, maintaining appropriate
professional boundaries, and upholding ethical conduct consistent with the mission of a
Catholic educational institution
● Experience with differentiated instruction for diverse learners
● Strong classroom management skills emphasizing engagement and positive reinforcement
● Proficiency with educational technology and digital learning tools
Physical Requirements
● Ability to lift up to 20–25 pounds
● Ability to stand or walk for extended periods during events and student activities
● Ability to supervise students in varied environments, including classrooms and outdoor
settings
Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions of this position.
Salary & Benefits
Annual salary range: $64,100–$82,500, commensurate with experience and qualifications and
aligned with Mayfield’s faculty salary scale.
Mayfield offers a comprehensive benefits package, including medical, dental, vision, retirement
(403(b)), and professional development support.
Employment Conditions
Employment is contingent upon successful completion of a background check, Live Scan
fingerprint clearance, TB clearance, and verification of employment eligibility.
Application Process
Interested candidates should submit:
● Cover letter
● Résumé
● Statement of educational philosophy
● Three professional references
Please send materials to:
Denise Cruz Magallanes
Human Resources Manager
HR@mayfieldsenior.org
Equal Employment Opportunity
Mayfield Senior School is an equal opportunity employer and does not discriminate on the basis
of race, color, ancestry, national origin, citizenship, religion, sex, gender, gender identity or
expression, sexual orientation, marital status, age, disability, medical condition, genetic
information, military or veteran status, or any other characteristic protected by law.
At-Will Employment
Employment at Mayfield Senior School is at-will and may be terminated by either the employee
or the School at any time, with or without cause or notice, subject to applicable law.
Math Teacher
Posted: Feb. 20, 2026
Pasadena, California, United States
Mathematics Teacher
Mayfield Senior School ofthe Holy Child Jesus
Pasadena, California
Mayfield Senior School, an independent Catholic girls’ high school, seeks a mission-driven,
dynamic, and student-centered Mathematics Teacher for the 2026-2027 school year. This is a
full-time, 10-month, exempt faculty position.
Position Overview
The ideal candidate is an experienced mathematics educator with strong content knowledge,
pedagogical expertise, and a deep understanding of how girls learn best. This teacher will inspire
curiosity, confidence, and critical thinking while fostering a classroom community rooted in
respect, collaboration, and intellectual engagement. Typical responsibilities include teaching four or five sections of mathematics along with other duties as assigned.
Successful candidates will demonstrate:
● Content and pedagogical expertise
● Positivity and enthusiasm for all aspects of school life
● Warmth, patience, persistence, and a good sense of humor
● Excellent communication and interpersonal skills
Key Responsibilities
● Model and promote the mission, values, and Holy Child charism of the school
● Design and deliver engaging, rigorous math curricula for high school students
● Employ diverse instructional strategies to support a range of learners
● Create a safe, inclusive, and supportive classroom environment
● Encourage collaborative problem-solving and effective student communication
● Integrate educational technology and innovative practices into instruction
● Develop and use varied assessment tools to monitor student progress and provide timely
feedback
● Respond thoughtfully to individual learning needs with a student-centered approach
● Collaborate with colleagues on curriculum alignment and instructional practices
● Participate fully in school life, including advisory, faculty meetings, grade-level initiatives,
and student programs
● Engage in ongoing professional development to advance inclusive and effective teaching
practices
● Teach a variety of mathematics courses, which may include Algebra I, Geometry, Algebra
II, Trigonometry, Precalculus, Calculus, and Statistics
Qualifications/Requirements
● Bachelor’s degree in mathematics or a related field required; master’s degree preferred
● Minimum of 5 years teaching experience (independent school and/or girls’ school
experience preferred)
● Ability to build collaborative relationships with students, colleagues, administrators, and
families
● Commitment to the mission and core values of a Holy Child school
● Demonstrated dedication to diversity, equity, inclusion, and belonging in education
● Experience with differentiated instruction for diverse learners
● Strong classroom management skills emphasizing engagement and positive reinforcement
● Proficiency with educational technology and digital learning tools
Salary & Benefits
● Annual salary range: $64,100 – $82,500, commensurate with experience and
qualifications, aligned with Mayfield’s salary scale
Mayfield offers a comprehensive benefits package including medical, dental, vision, retirement
(403(b)), and professional development support.
Employment Conditions
Employment is contingent upon successful completion of a background check, Live Scan
fingerprint clearance, TB clearance, and verification of employment eligibility.
Application Process
Interested candidates should submit:
● Cover letter
● Resume
● Statement of educational philosophy
● Three professional references
Please send materials to: Denise Cruz Magallanes, Human Resources Manager,
HR@mayfieldsenior.org
Equal Employment Opportunity
Mayfield Senior School is an equal opportunity employer and does not discriminate based on
race, color, ancestry, national origin, citizenship, religion, sex, gender, gender identity or
expression, sexual orientation, marital status, age, disability, medical condition, genetic
information, military or veteran status, or any other characteristic protected by law.
Head of the Middle School
Posted: Feb. 20, 2026
Pittsburgh, Pennsylvania, United States
Position Overview
The Head of Middle School is the educational and administrative leader for The Ellis Middle School (grades 5–8), responsible for the overall student experience, faculty supervision, program development, and day-to-day operations of the division.
This leader will advance The Ellis School’s mission as an all-girls PK–12 institution in Pittsburgh, fostering a learning environment that promotes intellectual curiosity, leadership, wellness, and a strong sense of belonging during the critical middle school years.
(See posting link for more details)
Assistant Director of College Counseling / College Counselor
Posted: Feb. 20, 2026
Pasadena, California, United States
Assistant Director of College Counseling / College Counselor
Mayfield Senior School of the Holy Child Jesus, Pasadena, California
Mayfield Senior School, an independent Catholic girls’ high school, seeks a student-centered and mission-driven Assistant Director of College Counseling / College Counselor to support the development and implementation of a comprehensive, personalized college counseling program. This is a full-time, 11-month, exempt position.
Position Overview
Rooted in the Holy Child commitment to educating the “whole child” and launching young women for success, Mayfield Senior’s college counseling program is a multifaceted, highly personalized program that supports students from 9th through 12th grade. The program responds to each student’s unique interests, strengths, and aspirations while remaining attuned to the evolving landscape of college admissions and higher education.
The Assistant Director reports directly to the Director of College Counseling and works collaboratively to ensure that every student’s college search process is personalized, intentional, thoughtful, comprehensive, research-informed, and mission-aligned. This role partners closely with faculty and serves on the Student Support Team to provide individualized guidance and contribute to an outstanding counseling program.
Key Responsibilities
Program Development & Administration
● Collaborate with the Director of College Counseling to design and deliver student and family programming, including information nights, workshops, and educational events
● Develop and implement a college-readiness curriculum within the Formation of Self program
● Maintain accurate student records using counseling software (e.g., Naviance or SCOIR), track outcomes, and prepare annual internal reports
● Support special projects, including the communications calendar, scholarship database, website updates, school profile, social media initiatives, college fairs, case studies, and alumni tracking
● Cultivate and maintain relationships with college admissions representatives; co-host admission visitors during fall and spring seasons
● Stay current with trends in college admissions through conferences, campus visits, professional networks, and continued professional learning
● Represent the College Counseling Office at school events and actively participate in the life of the school community
Student & Family Engagement
● Counsel juniors and seniors and their families through the full college application process
● Write thoughtful and individualized letters of recommendation
● Maintain proactive and timely communication regarding deadlines, policies, procedures, and admissions trends
● Serve as Academic Advisor to juniors and seniors
● Teach the college-readiness curriculum within the Formation of Self program
Qualifications
● Bachelor’s degree in a related field required; advanced degree in counseling, education, or related field preferred
● Minimum three years of experience in college admissions, independent school college counseling, or a related educational setting
● Experience in college admissions or higher education strongly preferred
● Superior written and verbal communication skills
● Strong interpersonal, organizational, and project management skills
● High energy, personable, and engaging presence
● Appreciation for and commitment to single-gender education and serving a diverse student population
● Strong commitment to the mission, values, and Holy Child Goals
● Demonstrated commitment to culturally responsive practice and inclusive student support
● Demonstrated commitment to student safeguarding, professional boundaries, and ethical conduct consistent with a Catholic educational institution
Physical Requirements
● Ability to lift up to 20–25 pounds
● Ability to stand or walk for extended periods during events and student activities
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
Work Schedule Expectations
● Evening and weekend work required for events, travel, and program activities
● On-campus presence required during the academic year, except during approved travel or school breaks
Salary & Benefits Salary range:
$105,000–$115,000, commensurate with experience and aligned with Mayfield’s salary structure. Mayfield offers a comprehensive benefits package including medical, dental, vision, retirement (403(b)), and professional development support.
Employment Conditions
Employment is contingent upon successful completion of a background check, Live Scan fingerprint clearance, TB clearance, and verification of employment eligibility.
Equal Employment Opportunity
Mayfield Senior School is an equal opportunity employer and does not discriminate on the basis of race, color, ancestry, national origin, citizenship, religion, sex, gender identity or expression, sexual orientation, marital status, age, disability, medical condition, genetic information, military or veteran status, or any other characteristic protected by law.
At-Will Employment
Employment at Mayfield Senior School is at-will and may be terminated by either the employee or the School at any time, with or without cause or notice, subject to applicable law.
Upper School Studio Arts Instructor
Posted: Feb. 20, 2026
Pittsburgh, Pennsylvania, United States
Position Overview:
The Ellis School, the only pre-kindergarten to grade 12 independent all-girls day school in Pittsburgh, PA, is seeking an Upper School Studio Arts instructor beginning in August 2026. Responsibilities will include teaching Upper School 2D studio arts electives, including AP 2D Art and Design, and Middle School elective studio courses. Other duties, including—but not limited to—advising, proctoring study halls, chaperoning, and committee work, are integral to the role of Upper School faculty members. Under the supervision of the Chair of the Visual Arts Department, this position directly advances The Ellis School’s mission by fostering creativity, confidence, and intellectual risk-taking in students during a formative stage of their development.
Key Responsibilities:
Teach Upper School studio arts courses, including 2D, Portfolio, and AP Art & Design
Teach and support courses within the Upper School’s newly established Arts Academy, which launches in Fall 2026
Teach Middle School elective courses, including Introduction to Watercolor and Found Object Sculpture
Design and deliver engaging instruction across drawing, painting, printmaking, design, and a variety of materials and media
Integrate Adobe Creative Suite and other digital tools to enhance studio learning
Apply flexible, innovative pedagogical approaches to support adolescent learners and prepare students for success in AP Art & Design
Foster a studio culture that promotes creativity, risk-taking, critical thinking, and artistic voice
Maintain a well-organized studio classroom and manage the ordering and upkeep of materials and supplies
Collaborate with colleagues within the Visual Arts Department and across divisions
Communicate effectively with students, families, and colleagues
Contribute to a positive, inclusive school community rooted in Ellis’s mission and values, demonstrating integrity, flexibility, and a collaborative, student-centered approach
English and Homeroom Teacher
Posted: Feb. 20, 2026
Richmond, Virginia, United States
Orchard House Middle School
English and Homeroom Teacher
(Revised 2-12-2026)
General Information:
● Teaching a well-rounded, writing intensive, middle school English curriculum; interdisciplinary approach to learning
● English 6, 7, and 8 (3 sections, 12 total preps a week)
● A ten-month, full-time salaried teacher
● Additional key duties: Homeroom (Advisory), CORE class (one per week), and other duties as needed
● Start date August 15, 2026 (orientation prior to start date)
Department Head, Science, Senior School
Posted: Feb. 20, 2026
Vancouver, British Columbia, Canada
The Science Department at Crofton House School is distinguished by extraordinary teachers who provide a collaborative, inquiry-based, and student-centred approach to teaching. Through the Crofton House School educational program, students develop critical thinking, creative thinking, and problem-solving skills. The teaching facilities are well equipped and offer bright and technology-rich learning environments.
As an experienced and reflective school leader, you are able to collaborate with other leaders to develop practices and protocols that are in the best interests of the full school. You are strategic in thinking while being operationally organized and proactive. You are recognized as a skilled communicator. An instructional leader, you are able to develop the practice of other educators through observation and coaching.
Stage 4/5 History/Geography Teacher 2026 Temporary Full Time (Term 2-4 covering 2 different LSL through the year)
Posted: Feb. 20, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Temporary Full Time
Commencement date: 20 April 2026
End date: 4 December 2026
The successful candidate will:
– support the Catholic Dominican Mission of the College and promote the prayer life of the College
– demonstrates expert understanding of curriculum requirements for all Stage 4 and 5 NESA History and Geography courses
– be a collaborative practitioner who can work with a range of teams
– be an exemplary teacher with demonstrated understanding of contemporary pedagogy
– contribute to the development, implementation and evaluation of HSIE policies and programs for curriculum, assessment and reporting across Years 7-10.
The ability to teach Religious Education would be highly advantageous.
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience. A detailed Curriculum Vitae must also be submitted with the names and contact details of three referees.
For further information please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Ann McGovern, Deputy Principal – Staff on (02) 9745 7025.
Applications close: 4:00pm Monday 9 March 2026.
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
MS/US Social Studies & History Teacher
Posted: Feb. 20, 2026
Rosemont, Pennsylvania, United States
The Agnes Irwin School, an all-girls’ Pre-K through 12th grade independent school in the Philadelphia suburbs, is committed to fostering the intellectual and personal growth of girls and young women. Providing its students with a rigorous academic education, AIS is dedicated to developing each student’s highest potential in intellect, character, and physical well-being. intellectual and personal growth of girls and young women. Providing its students with a rigorous academic education, AIS is dedicated to developing each student’s highest potential in intellect, character, and physical well-being.
Currently, The Agnes Irwin School is seeking a full-time Middle School/Upper School History and Social Sciences Teacher for the 2026-2027 academic year. Successful candidates will be committed to fostering the intellectual and personal growth of students through the mission of The Agnes Irwin School and the Core Values of Strive for Excellence, Lead with Character, Foster Trust and Community, Nurture Passions and Wellbeing, and Respect and Celebrate All.
Responsibilities include, but are not limited to:
Teach four sections of Middle and/or Upper School history courses
Implement current curriculum and contribute to its ongoing development
Prepare course materials
Maintain student attendance and grade records
Evaluate and grade student work
Meet individually with students during Office Hours and planning periods
Inform parents and Division Director of students’ progress through written reports and conferences
Create and maintain a caring, safe environment conducive to students doing their best work
Participate in the life of the school by serving as an MS or US advisor and/or club sponsor, as necessary
Participate in all staff meetings, assemblies, and other required school functions, including occasional evening or weekend events
Work constructively with parents and colleagues
Attend conferences, workshops, and other professional development opportunities, and participate in the faculty evaluation process
Assume other duties as assigned
The ideal candidate:
Embraces the Agnes Irwin School’s mission to empower each girl to learn, to lead, and to live a legacy, and is ready to commit to an ethos that centers girls’ education
Regards collaboration as an essential component of professional growth and values working on a team
Demonstrates cross cultural awareness and skills for engaging with and learning from people with diverse backgrounds and experiences.
Has a strong background in many genres of history and proven competency in teaching across culture, era, and geography.
Is willing and eager to take on co-curricular responsibilities outside of the classroom (eg advising, coaching, club advisor, trip lead, etc), and who finds joy in working with high school students and in participating in school life.
Successful Candidates Will Possess:
Bachelor’s Degree in History, or related field (advanced degree and previous teaching experience preferred)
Proficiency in the use of classroom technology: interactive smart boards, LMS, various Google and Microsoft Office applications, etc
Strong interpersonal skills
Outstanding written and verbal communication skills
Ability to work effectively in a multicultural environment and respect different values and viewpoints
Physical Demands of This Job:
Adequate physical mobility, dexterity, strength, and endurance to actively supervise and lead students and be responsible for their physical safety during all school-related activities, including evacuations and other emergency response procedures
Dean of College Counseling and Experiential Learning
Posted: Feb. 20, 2026
Flourtown, Pennsylvania, United States
Saint Joseph Academy in Flourtown, PA has engaged DovetailED to lead a search for a Dean of College Counseling and Experiential Learning to start August 10, 2026. Interested candidates should review the Opportunity Statement and submit a cover letter, resume, and list of references as a consolidated PDF to Ashlyn Chillemi, Senior Recruiter at DovetailED Talent Sourcing, at ashlyn@dovetailedsourcing.com.
International Baccalaureate Coordinator
Buffalo Academy of the Sacred Heart
Posted: Feb. 20, 2026
Buffalo, New York, United States
Buffalo Academy of the Sacred Heart seeks an International Baccalaureate (IB) Coordinator to provide academic leadership for both the Middle Years Program and Diploma Program. This role supports faculty and students in living the IB mission through thoughtful program oversight, professional collaboration, and a shared commitment to inquiry, justice, and care for the whole person. The position begins for the 2026-2027 school year. Please review the job description linked below. Interested candidates should provide a cover letter, resume, and three professional references. Review of candidates will begin in March 2026.
Director of Academics
Buffalo Academy of the Sacred Heart
Posted: Feb. 20, 2026
Buffalo, New York, United States
Buffalo Academy of the Sacred Heart seeks a Director of Academics to oversee curriculum, instruction, and academic programs within a Franciscan tradition focused on the education of young women. The Director of Academics works collaboratively with faculty and administrators to strengthen teaching practice, support student growth, and advance a coherent and mission-aligned academic vision. The position begins July 1, 2026. Please review the job description below. Interested candidates should email a cover letter, resume, and three professional references to jdemert@sacredheartacademy.org. Review of candidates will begin in March 2026.
Upper School Math Teacher
Posted: Feb. 20, 2026
Owings Mills, Maryland, United States
Garrison Forest School seeks an Upper School Mathematics Teacher to begin August, 2026. The ideal candidate will be an enthusiastic educator who brings an energetic and contemporary approach to mathematics education. This position reports to the Head of the Upper School and meets with the Mathematics Department Chair. The annual salary range for this position is $45,000-$75,000 based on years of experience and education level; the exact compensation will be discussed during the hiring process.
DUTIES AND RESPONSIBILITIES:
-Teach five Upper School Mathematics classes with a course-load that may include Statistics, AP Calculus and Multivariable Calculus.
-Demonstrate a thorough knowledge of curriculum and subject matter
-Serve as an Academic Advisor to a group of Upper School students
-Create a secure and stimulating environment in which students grow in both autonomy and the ability to work and interact together
-Take responsibility for being a role model by maintaining an environment that fosters respect among students and colleagues
-Possess strong communication skills, a patient and thorough understanding of early adolescence and the ability to effectively collaborate with colleagues
-Contribute to the life of the School by chaperoning three weekend activities per year for the Residential Life program, occasionally attending events on weekends and in the evenings, and advising co-curricular activities.
Qualifications
-B.A. degree or equivalent – Master’s degree desirable
-Prior experience working with high school students in a school
-GFS seeks candidates who will contribute to and are committed to diversity and multicultural educational practices. Demonstrated ability working in a diverse community is essential.
School Overview:
Garrison Forest School is an independent, nonsectarian college-preparatory girls’ day and boarding school in Baltimore County, Maryland with an elementary, middle and high school program, a coed preschool, and a national and international boarding program for girls in grades 8-12. Founded in 1910 and set on a stunning 110-acre campus in suburban Owings Mills, Garrison Forest offers a program with a wealth of opportunities in Academics, the Arts, and Athletics. Confident, creative and compassionate, GFS students are encouraged to be fully engaged as they develop their passions and their own authentic voices within a spirited and joyful environment.
Candidates should support the Mission, Core Values, and Statement of Respect of Garrison Forest School. Garrison Forest School is an Equal Opportunity Employer and does not discriminate on the basis of race, sexual orientation, ethnic origin, sex, gender identity or expression, religion or disability in its employment policies and other school-administered programs. Candidates from diverse backgrounds are encouraged to apply.
Grade 2 Teacher
Posted: Feb. 20, 2026
Bryn Mawr, Pennsylvania, United States
Position: Lower School Grade 2 Teacher
Founded in 1888, The Baldwin School is an all-girls college preparatory, independent day school, PreK-Grade 12, dedicated to a tradition of excellence in education. In a nurturing atmosphere that reflects socioeconomic, ethnic and religious diversity, our girls strive to develop scholarship, leadership and citizenship within a community that emphasizes intellectual rigor, ethical integrity, and independence of thought. More information is available on our website.
The Baldwin School is seeking a full-time Grade 2 Teacher beginning in the 2026-27 school year, with responsibility for grade level classroom duties as well as core instruction in Mathematics, Reading/Language Arts, and Social Studies. All Baldwin teachers participate in the life of the School and support the School’s mission.
Successful candidates will possess excellent content knowledge and a love of working with students and creating a joyful learning environment. They will teach the subject material effectively, engage students positively with a growth mindset, and interact productively with colleagues and parents. They will possess a high level of energy and flexibility, a sense of humor, and they will have an understanding of and appreciation for girls’ education.
Responsibilities:
Nurture a warm, inclusive and supportive classroom culture where children have high expectations for themselves and for others, are self-motivated and self-directed, and value and love learning;
Collaborate with grade level partners and co-curricular specialist teachers to ensure continuity in the curriculum and provide a cohesive learning environment for all students;
Use Singapore Math in Focus, UFLI Phonics, Arts & Letters and Geodes ELA, and InquirED Social Studies programs as the foundational tools to provide whole group, small group and individual instruction;
Differentiate instruction and materials to meet the diverse academic, social and emotional needs of learners in the classroom;
Design hands-on, engaging learning activities that emphasize critical thinking and real-world problem solving while developing skill proficiency;
Assess student progress and adjust teaching plans accordingly. Provide students with regular and timely feedback about their progress;
Collaborate with colleagues to design interdisciplinary and project-based learning experiences;
Maintain an ongoing dialogue with parents about student progress through emails, phone calls, and progress reports that reflect both an assessment with clear benchmarks and narrative pieces;
Maintain strong communication with colleagues, families, and administration;
Use the Seesaw learning platform as a primary means of sharing student work and progress with families; and
Other duties as assigned by the Head of Lower School or the Head of School.
Required Qualifications:
Bachelor’s Degree and coursework in Elementary Education or related field;
Minimum of 3-5 years of teaching experience;
Outstanding verbal and written communication skills;
Experience integrating technology into teaching practice to support learning and deepen projects (Google applications, MacBooks/iPads, Promethean Board, etc.); and
A commitment to creating an inclusive classroom community and to working actively to introduce students to diverse cultures, experiences, and perspectives.
Preferred Qualification:
Experience with Responsive Classroom.
Contact:
Interested candidates, please submit a cover letter, resume, and contact information for three professional references.
Baldwin is an equal opportunity employer, and we strongly encourage candidates of all backgrounds, genders, and abilities to apply.
For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website.
https://baldwinschool.isolvedhire.com/jobs/1708469-409023.html
Grade 4 Teacher
Posted: Feb. 18, 2026
Vancouver, British Columbia, Canada
Grade 4 Teacher
Junior School
Full Time – Temporary Contract
Starting August 2026
About York House School
It all began on the corner of Granville and 28th where seven fearless women welcomed 17 students to the very first York House School in 1932. Nearly a century later, thousands of students have found their unique path and purpose at YHS. Our School has since grown into one of Canada’s leading independent schools for girls. Nearly a century later, thousands of students have found their unique path and purpose with us. Today, we serve approximately 700 students from Junior Kindergarten to Grade 12.
At York House School, our Vision is clear: seeing the world as it is, and imagining what it could be, we aspire to create a transformational experience for students who are empowered to reshape the future.
Our Mission
We are dedicated to creating an environment that elevates the mind, celebrates uniqueness, inspires creativity, and encourages discourse.
Why Join Us?
At York House School, we’re fostering a learning environment where creative exploration, courageous conversation and deep intellectual engagement are equally celebrated. This bold approach requires a highly skilled, diverse and energetic team of committed faculty and staff. Please check out our Spark Strategic Plan to learn more.
If you are passionate about education, excited by the opportunity to inspire future leaders, and eager to be part of a vibrant, forward-thinking community, we would love to hear from you.
About this Role
York House School is inviting applications from compassionate, innovative, and qualified Intermediate Grade Teachers committed to providing an exceptional 21st-century learning environment for our girls. The successful candidate will demonstrate excellence in instructional and assessment practices, a passion for teaching, and a strong understanding of how girls learn best. This individual will teach Grade 4 and have opportunities to be involved in the co-curricular and extra-curricular activities that enhance students’ experiences at school.
Qualifications
– Bachelor of Education
– British Columbia Teaching Certification or equivalent
– Familiarity with the new BC Curriculum is an asset
– Elementary / Intermediate school qualification
– Experience in teaching language arts, math, science, and social studies is essential
– Experience in differentiating instruction and adapting teaching methods to meet the diverse needs of students
– Minimum of three years of Elementary / Intermediate teaching experience
– Coaching and/or extra-curricular experience is an asset
Knowledge, Skills, and Experience
– Strong knowledge of BC Curriculum
– Knowledge of the current research on girls and learning
– Demonstrated experience as an enthusiastic, innovative, and caring educator
– A commitment to diversity and inclusion in all its many dimensions
– Collaborative and flexible, supportive, and effective team-player
– Ability to develop strong professional relationships with all stakeholders
– Exemplary communication and interpersonal skills
– Strong organizational and time-management skills
– Demonstrated commitment to educating the whole student
– Demonstrated ability to integrate technology purposefully to transform learning
– Demonstrated ability to differentiate instruction and assessment practices to meet the needs of individual learners
– Experience using an inquiry-based and project-based learning approach
– Committed to continuous professional growth and improvement
– Experience working with the online platforms Seesaw and Google Classroom
Faculty at York House are provided with the following:
– A diverse and inclusive work environment
– Small class sizes and time for planning and working collaboratively
– Access to exceptional resources
– A robust peer Mentorship Program
– Competitive compensation and benefits package
This posting will remain open until the position is filled. Qualified applicants are encouraged to apply as soon as possible, as applications will be reviewed as they arrive. We thank all candidates for their interest; however, only those selected for an interview will be contacted. Compensation is based on qualifications and experience per the salary grid (From $67,741.00 to $121,179.41) in the Collective Agreement with BCGEU.
Grade 2 Teacher
Posted: Feb. 18, 2026
Vancouver, British Columbia, Canada
Grade 2 Teacher
Junior School
Full Time – Temporary Contract
Starting August 2026
About York House School
It all began on the corner of Granville and 28th where seven fearless women welcomed 17 students to the very first York House School in 1932. Nearly a century later, thousands of students have found their unique path and purpose at YHS. Our School has since grown into one of Canada’s leading independent schools for girls. Today, we serve approximately 700 students from Junior Kindergarten to Grade 12.
At York House School, our Vision is clear: seeing the world as it is, and imagining what it could be, we aspire to create a transformational experience for students who are empowered to reshape the future.
Our Mission
We are dedicated to creating an environment that elevates the mind, celebrates uniqueness, inspires creativity, and encourages discourse.
Why Join Us?
At York House School, we’re fostering a learning environment where creative exploration, courageous conversation and deep intellectual engagement are equally celebrated. This bold approach requires a highly skilled, diverse and energetic team of committed faculty and staff. Please check out our Spark Strategic Plan to learn more. If you are passionate about education, excited by the opportunity to inspire future leaders, and eager to be part of a vibrant, forward-thinking community, we would love to hear from you.
About this Role
York House School is inviting applications from compassionate, innovative, and qualified Primary Grade Teachers committed to providing an exceptional 21st Century learning environment for our students. The successful candidate will demonstrate excellence in instructional and assessment practices, a passion for teaching, and a strong understanding of how girls learn best. This individual will teach Grade 2, including all core subjects, and they will participate in co-curricular activities that enhance students’ experiences at school.
Qualifications
– Bachelor of Education
– British Columbia Teacher’s certification or equivalent
– Familiarity with the new BC Curriculum is an asset
– Elementary school qualification
– Experience in teaching language arts, mathematics, science, and social studies
– Experience in differentiating instruction, such as small-group work in mathematics and targeted early literacy intervention strategies
– Minimum of three years of elementary teaching experience
– Coaching and/or extra-curricular experience is an asset
Knowledge, Skills, and Experience
– Strong knowledge of BC Curriculum
– Experience using an inquiry-based and/or project-based learning approach
– Knowledge of the Reggio Emilia Approach and how this applies to school-age children
– Knowledge of the current research on girls and learning
– Demonstrated experience as an enthusiastic, innovative, and caring educator
– A commitment to diversity and inclusion in all its many dimensions
– Collaborative and flexible, supportive, and effective team-player
– Ability to develop strong professional relationships with all stakeholders
– Exemplary communication and interpersonal skills
– Strong organizational and time-management skills
– Demonstrated commitment to educating the whole student
– Demonstrated ability to integrate technology purposefully to transform learning
– Demonstrated ability to differentiate instruction and assessment practices to meet the needs of individual learners
– Committed to continuous professional growth and improvement
Faculty at York House are provided the following:
– A diverse and inclusive work environment
– Small class sizes and time for planning and working collaboratively
– Access to exceptional resources
– A robust peer Mentorship Program
– Competitive compensation and benefits package
This posting will remain open until the position is filled. Qualified applicants are encouraged to apply as soon as possible, as applications will be reviewed as they arrive. We thank all candidates for their interest; however, only those selected for an interview will be contacted. Compensation is based on qualifications and experience per the salary grid (From $67,741.00 to $121,179.41) in the Collective Agreement with BCGEU.
Grade 1 Teacher
Posted: Feb. 18, 2026
Vancouver, British Columbia, Canada
Grade 1 Teacher
Junior School
Full Time – Continuing contract
Starting: August 2026
About York House School
It all began on the corner of Granville and 28th where seven fearless women welcomed 17 students to the very first York House School in 1932. Nearly a century later, thousands of students have found their unique path and purpose at YHS. Our School has since grown into one of Canada’s leading independent schools for girls. Today, we serve approximately 700 students from Junior Kindergarten to Grade 12.
At York House School, our Vision is clear: seeing the world as it is, and imagining what it could be, we aspire to create a transformational experience for students who are empowered to reshape the future.
Our Mission
We are dedicated to creating an environment that elevates the mind, celebrates uniqueness, inspires creativity, and encourages discourse.
Why Join Us?
At York House School, we’re fostering a learning environment where creative exploration, courageous conversation and deep intellectual engagement are equally celebrated. This bold approach requires a highly skilled, diverse and energetic team of committed faculty and staff. Please check out our Spark Strategic Plan to learn more.
If you are passionate about education, excited by the opportunity to inspire future leaders, and eager to be part of a vibrant, forward-thinking community, we would love to hear from you.
About this Role
York House School is inviting applications from compassionate, innovative, and qualified Primary Grade Teachers committed to providing an exceptional 21st Century learning environment for our students. The successful candidate will demonstrate excellence in instructional and assessment practices, a passion for teaching, and a strong understanding of how girls learn best. This individual will teach Grade 1, including all core subjects, and they will participate in co-curricular activities that enhance students’ experiences at school.
Qualifications
– Bachelor of Education
– British Columbia Teacher’s certification or equivalent
– Elementary school qualification
– Minimum of three years of elementary teaching experience
– Coaching and/or extra-curricular experience is an asset
Knowledge, Skills, and Experience
– Strong knowledge of BC Curriculum
– Experience using an inquiry-based and/or project-based learning approach
– Knowledge of the Reggio Emilia Approach and how this applies to school-age children
– Experience in teaching language arts, mathematics, science, and social studies
– Experience in differentiating instruction, such as small-group work in mathematics and targeted early literacy intervention strategies
– Knowledge of the current research on girls and learning
– Demonstrated experience as an enthusiastic, innovative, and caring educator
– A commitment to diversity and inclusion in all its many dimensions
– Collaborative and flexible, supportive, and effective team-player
– Ability to develop strong professional relationships with all stakeholders
– Exemplary communication and interpersonal skills
– Strong organizational and time-management skills
– Demonstrated commitment to educating the whole student
– Demonstrated ability to integrate technology purposefully to transform learning
– Demonstrated ability to differentiate instruction and assessment practices to meet the needs of individual learners
– Committed to continuous professional growth and improvement
Faculty at York House are provided the following:
– A diverse and inclusive work environment
– Small class sizes and time for planning and working collaboratively
– Access to exceptional resources
– A robust peer Mentorship Program
– Competitive compensation and benefits package
This posting will remain open until the position is filled. Qualified applicants are encouraged to apply as soon as possible, as applications will be reviewed as they arrive. We thank all candidates for their interest; however, only those selected for an interview will be contacted. Compensation is based on qualifications and experience per the salary grid (From $67,741.00 to $121,179.41) in the Collective Agreement with BCGEU.
Physics Teacher
Posted: Feb. 17, 2026
Chatham, Virginia, United States
Physics Teacher
Start Date: August 13, 2026
Chatham Hall is seeking a dynamic science teacher to teach five classes of high school physics and other science or math classes. The ideal candidate will have experience teaching physics in high schools, including planning and providing instruction, assessing students’ progress, and communicating with different stakeholders to support students’ learning.
In this active boarding community, faculty members also serve as advisors to a small group of students, keeping track of their academic progress, social involvement, and creating a family away from home. Faculty participate in some way in athletics, weekend activities, and/or committee work that helps us continue to grow and move forward as a community.
Key Responsibilities
Teaching:
Planning and executing engaging, relevant, and student-centered science lessons
Differentiating instruction to support and engage a diverse community of learners
Meeting with students during office hours to explain concepts and proctor make-up assessments
Providing verbal and written feedback to students on assessments in a timely manner
Preparing Learning Profiles for students based on psycho-educational testing and helping teachers implement students’ learning recommendations
Collaborating with other faculty on cross-curricular and cross-disciplinary initiatives
Attending and participating in weekly faculty meetings
Teaching in our Health and Wellness and Grade-Level Programming
Advising:
Meeting with small advisory group twice a week for check-ins
Communicating proactively with advisees’’ teachers and families
Other:
Coach/lead an afternoon activity for one to two seasons of athletics/afternoon activities.
Supervising on dorm—fostering a welcoming and supportive dormitory environment for students, participating in weekend duty responsibilities, and supporting community-building efforts in the residential program.
Leading students in grade-level programming, an after-school activity meeting once a week.
Attending all required all-school events, including assembly, chapel, meetings, special events, etc. As a 24/7 full boarding school, some evening and weekend work will be required.
Compensation and Benefits
Competitive salary and benefits.
Generous vacation time.
All meals provided in the dining hall during the academic year.
Access to Chatham Hall’s facilities during operating hours.
Required Qualifications
A bachelor’s degree in physics, another science, or a related field required. A Master’s degree is preferred.
At least 3 years of previous teaching experience in middle or high schools.
Strong communication and interpersonal skills.
Willingness to contribute to the life of the school community outside of the classroom.
Ability to coach a sport or teach yoga preferred.
Ability to serve as a dorm advisor preferred. Dorm advisors are provided campus housing.
Application Process
Interested candidates should submit the following:
A current resume.
A letter of interest explaining why you are excited about this role and how you would contribute to the Chatham Hall community.
At least one letter of recommendation.
Submit applications to Dr. Melissa Mitchem at mmitchem@chathamhall.org.
About Chatham Hall
Chatham Hall is a premier, independent, all-girls boarding school in southern Virginia, dedicated to fostering academic excellence, leadership, and personal growth. Chatham Hall seeks candidates who communicate effectively, create an inclusive team environment, and encourage sportsmanship and camaraderie among the team. The job description outlines the key responsibilities and fundamental skills required for this role. It is not an all-inclusive list of duties, expectations, or competencies. The supervisor may assign additional tasks and requirements as necessary.
Chatham Hall seeks candidates who will contribute to and are committed to diversity and multicultural educational practices. Chatham Hall seeks candidates who demonstrate a dedication to working in a diverse community. The school seeks candidates who: communicate effectively with diverse populations, create an inclusive work environment, and engage in professional development opportunities to further develop inclusive management practices.
English and Learning Support Teacher
Posted: Feb. 17, 2026
Chatham, Virginia, United States
English & Learning Support Teacher
Start Date: August 13, 2026
Chatham Hall is seeking a dynamic English and Learning Support teacher to work both in the English department and support the Director of Inclusive Learning and Student Success. The ideal candidate will have experience teaching English in high schools, including planning and providing instruction, assessing students’ progress, and communicating with different stakeholders to support students’ learning. As well, the ideal candidate will have experience supporting students with academic needs.
In this active boarding community, faculty members also serve as advisors to a small group of students, keeping track of their academic progress, social involvement, and creating a family away from home. Faculty participate in some way in athletics, weekend activities, and/or committee work that helps us continue to grow and move forward as a community.
Key Responsibilities
Teaching:
Planning and executing engaging, relevant, and student-centered English lessons
Differentiating instruction to support and engage a diverse community of learners
Meeting with students during office hours to explain concepts and proctor make-up assessments
Providing verbal and written feedback to students on assessments in a timely manner
Preparing Learning Profiles for students based on psycho-educational testing and helping teachers implement students’ learning recommendations
Collaborating with other faculty on cross-curricular and cross-disciplinary initiatives
Attending and participating in weekly faculty meetings
Teaching in our Health and Wellness and Grade-Level Programming
Advising:
Meeting with small advisory group twice a week for check-ins
Communicating proactively with advisees’ teachers and families
Other:
Coach/lead an afternoon activity for one to two seasons of athletics/afternoon activities.
Supervising on dorm—fostering a welcoming and supportive dormitory environment for students, participating in weekend duty responsibilities, and supporting community-building efforts in the residential program.
Leading students in grade-level programming, an after-school activity meeting once a week.
Attending all required all-school events, including assembly, chapel, meetings, special events, etc. As a 24/7 full boarding school, some evening and weekend work will be required.
Compensation and Benefits
Competitive salary and benefits.
Generous vacation time.
All meals provided in the dining hall during the academic year.
Access to Chatham Hall’s facilities during operating hours.
Required Qualifications
A bachelor’s degree in English, special education, or a related field required. A Master’s degree is preferred.
At least 3 years of previous teaching experience in middle or high schools.
Strong communication and interpersonal skills.
Willingness to contribute to the life of the school community outside of the classroom.
Ability to coach a sport or teach yoga preferred.
Ability to serve as a dorm advisor preferred. Dorm advisors are provided campus housing.
Application Process
Interested candidates should submit the following:
A current resume.
A letter of interest explaining why you are excited about this role and how you would contribute to the Chatham Hall community.
At least one letter of recommendation.
Submit applications to Dr. Melissa Mitchem at mmitchem@chathamhall.org.
About Chatham Hall
Chatham Hall is a premier, independent, all-girls boarding school in southern Virginia, dedicated to fostering academic excellence, leadership, and personal growth. Chatham Hall seeks candidates who communicate effectively, create an inclusive team environment, and encourage sportsmanship and camaraderie among the team. The job description outlines the key responsibilities and fundamental skills required for this role. It is not an all-inclusive list of duties, expectations, or competencies. The supervisor may assign additional tasks and requirements as necessary.
Chatham Hall seeks candidates who will contribute to and are committed to diversity and multicultural educational practices. Chatham Hall seeks candidates who demonstrate a dedication to working in a diverse community. The school seeks candidates who: communicate effectively with diverse populations, create an inclusive work environment, and engage in professional development opportunities to further develop inclusive management practices.
Math Teacher
Posted: Feb. 17, 2026
Chatham, Virginia, United States
Math Teacher
Start Date: August 13, 2026
Chatham Hall is seeking a dynamic math teacher to teach five classes of high school mathematics. The ideal candidate will have experience teaching math in high schools, including planning and providing instruction, assessing students’ progress, and communicating with different stakeholders to support students’ learning.
In this active boarding community, faculty members also serve as advisors to a small group of students, keeping track of their academic progress, social involvement, and creating a family away from home. Faculty participate in some way in athletics, weekend activities, and/or committee work that helps us continue to grow and move forward as a community.
Key Responsibilities
Teaching:
Planning and executing engaging, relevant, and student-centered math lessons
Differentiating instruction to support and engage a diverse community of learners
Meeting with students during office hours to explain concepts and proctor make-up assessments
Providing verbal and written feedback to students on assessments in a timely manner
Preparing Learning Profiles for students based on psycho-educational testing and helping teachers implement students’ learning recommendations
Collaborating with other faculty on cross-curricular and cross-disciplinary initiatives
Attending and participating in weekly faculty meetings
Teaching in our Health and Wellness and Grade-Level Programming
Advising:
Meeting with small advisory group twice a week for check-ins
Communicating proactively with advisees’ teachers and families
Other:
Coach/lead an afternoon activity for one to two seasons of athletics/afternoon activities.
Supervising on dorm—fostering a welcoming and supportive dormitory environment for students, participating in weekend duty responsibilities, and supporting community-building efforts in the residential program.
Leading students in grade-level programming, an after-school activity meeting once a week.
Attending all required all-school events, including assembly, chapel, meetings, special events, etc. As a 24/7 full boarding school, some evening and weekend work will be required.
Compensation and Benefits
Competitive salary and benefits.
Generous vacation time.
All meals provided in the dining hall during the academic year.
Access to Chatham Hall’s facilities during operating hours.
Required Qualifications
A bachelor’s degree in mathematics, mathematics education, or a related field required. A Master’s degree is preferred.
At least 3 years of previous teaching experience in middle or high schools.
Strong communication and interpersonal skills.
Willingness to contribute to the life of the school community outside of the classroom.
Ability to coach a sport or teach yoga preferred.
Ability to serve as a dorm advisor preferred. Dorm advisors are provided campus housing.
Application Process
Interested candidates should submit the following:
A current resume.
A letter of interest explaining why you are excited about this role and how you would contribute to the Chatham Hall community.
At least one letter of recommendation.
Submit applications to Dr. Melissa Mitchem at mmitchem@chathamhall.org.
About Chatham Hall
Chatham Hall is a premier, independent, all-girls boarding school in southern Virginia, dedicated to fostering academic excellence, leadership, and personal growth. Chatham Hall seeks candidates who communicate effectively, create an inclusive team environment, and encourage sportsmanship and camaraderie among the team. The job description outlines the key responsibilities and fundamental skills required for this role. It is not an all-inclusive list of duties, expectations, or competencies. The supervisor may assign additional tasks and requirements as necessary.
Chatham Hall seeks candidates who will contribute to and are committed to diversity and multicultural educational practices. Chatham Hall seeks candidates who demonstrate a dedication to working in a diverse community. The school seeks candidates who: communicate effectively with diverse populations, create an inclusive work environment, and engage in professional development opportunities to further develop inclusive management practices.
Director of Student Services
Divine Savior Holy Angels High School
Posted: Feb. 13, 2026
Milwaukee, Wisconsin, United States
Job Summary:
The primary focus of this position is to provide strategic administrative leadership and supervision to promote the maximum spiritual, academic, social, emotional, wellness, mental health, and college & career development of each student within our diverse school community.
The Director develops and articulates the vision and philosophy of the Student Services programs for DSHA by planning and providing strategic leadership to ensure the vision is realized consistent with our mission. The Director leads strategic decision making within the school as it pertains to student services with focus on the academic, social, emotional, wellness, mental health, and college & career needs of our students. The Director builds collaborative relationships with the entire population of DSHA and focuses on policies and procedures which enhance the education of the whole person. In addition, the Director leads counseling services consistent with the American Association of School Counseling National Model, and the Director is responsible for the caseload within one of the Salvatorian Family House System houses (approximately 130 students).
This is a full-time 100% FTE position during the school year and part-time 50% FTE in the summer.
Responsibilities/Essential Duties:
Religious & Mission:
• Embraces the Catholic mission of the school and is willing to maintain a perspective that understands the teachings of the Catholic Church, models the importance of faith formation, and encourages spiritual growth in our students by participating in faith formation programs and opportunities.
• Collaborates with the campus ministry team in support of spiritual formation of students.
• Oversees efforts to advance the Catholic, Salvatorian identity of the school and its connection to Student Services.
• Coordinates/collaborates with Applied Wellness Director to fully integrate the mission and functions of Applied Wellness into the Student Services Department.
Strategic Leadership:
• Manages personnel, to include work allocation, training, and problem resolution, and evaluating performance and making recommendations for personnel actions according to the employee and faculty handbooks.
• Provides strategic leadership in establishing and realizing a vision for student affairs and student life at DSHA as it pertains to the school’s mission and vision.
• Leads the development of school policies, procedures, and programs related to Student Services.
• Connect student services support to the institutional approach to Applied Wellness.
• Creates a data dashboard and updates systematically to inform decision-making that meets the needs of students.
• Serve on committees with the expressed intent to provide Student Services perspectives including. Committees may include but are not limited to the Student Support Team (chair), Curriculum, Instruction and Assessment Committee, Academic & Student Life Committee, and Collaborative Teams.
• Leads a focus on developing a school climate where all girls feel a sense of belonging and fosters the development of a positive sense of self for all students.
Counseling, Advocacy, and Support
• Plans, organizes, delivers, and evaluates the DSHA counseling program which includes developing positive interpersonal relationships, designing curriculum, interpreting data and scheduling counselors as necessary.
• Leads DSHA’s integrated mental health support and any co-location mental health supports.
• Presents information to parents and community groups about adolescent development, Student Services Department programs and resources, and various academic and career topics
• Foster optimal academic, social-emotional, wellness, mental health, and spiritual growth among students.
• Coordinates and contracts speakers for school assemblies that focus on issues related to social/emotional health, wellness, academic intervention, and college/career planning (e.g., alcohol and other drug use, college readiness, social media, relationships, etc.).
Program Coordination
• Develop, monitor, and review annual student services budget.
• Gather data to measure our overall student success with a focus on academics, co-curricular involvement and leadership; use insights from the data to inform any necessary changes to access or to programming.
• Coordinates school-wide initiatives, programs and events that relate to whole-person education and by assuring proper oversight by members of the department responsible for running each program.
Collaboration/Liaison
• Works closely with the Student Accommodation and Assessment support coordinator and Children’s Wisconsin therapist.
• Collaborate closely with Dean of Student Affairs, Academic Dean, Director of Student Services, Athletic Director and Director of Campus Ministry to fully integrate students from diverse backgrounds into the complete DSHA experience.
Education and Training
• Serve as a key resource person for staff and parent education and training around areas of mental health, social, emotional, academic and spiritual growth of students.
• Participate in local and national continuing education opportunities.
• Maintains currency in the field of counseling through subscribing to journals and attending conferences and seminars.
• Communicate with parents through appropriate channels such as the Parent Enews.
School Counselor:
Academic
• Monitors students’ academic development through meetings with students and encouraging continued growth. Makes recommendations and develops plans of action by including all necessary parties.
• Understands, supports, and implements curriculum that targets student need consistent with our mission.
• Guides students through the annual course selection process.
Social/Emotional
• Supports students in the development of their social and emotional well-being and self-confidence by meeting with the students, communicating with their parents/guardians and teachers and consulting with other professionals as determined by the situation.
Mental Health
• Supports student mental health through education and by meeting with students, communicating with their parents/guardians and teachers and consulting where appropriate with mental health providers. Refers students and families to outside resources.
College and Career
• Advises Divine Savior Holy Angels (DSHA) High School students on the college search and application process; meets with parents/guardians as necessary.
• Advises seniors throughout the application and decision-making process.
• Guides juniors through the college search process, including individual meetings, letter of recommendation requests, and other work in preparation for senior year applications.
• Advises each junior and senior to develop and implement an individualized college and career plan.
• Educates students about career and college options by evaluating test data, verifying graduation requirements and writing letters of recommendation.
Supervisory Responsibilities:
Oversees: School counselors, Director of College Counseling, Student Services Administrative Assistant, St. Angela Merici Academic Support Program Interventionist, Educational Database Coordinator/Registrar, College Center Assistant/Testing Program Coordinator, and any behavioral and mental health partnerships.
Qualifications:
Education and/or Experience:
Position requires a master’s degree in counseling or psychology and Wisconsin state certification as a School Guidance Counselor for grades 6 – 12 (# 966). At least 5 years of previous experience in a counseling role in an educational environment is required.
Knowledge, Skills and Abilities:
Effective oral, written and presentation skills are essential for success in the position. Incumbent must be highly organized, detail oriented and able to work on multiple projects within specific timeframes with varying deadlines. The ability to take the initiative with projects and to work both independently and as part of a group is required. An understanding of the American School Counselor Association guidelines and Code of Ethics is required. Must be able to evaluate and respond appropriately to crisis situations. Proficient computer skills with experience using MS Office software, database software, the Internet and email are required. Incumbent must be able to maintain extremely confidential data, to include grade point averages, class rank, test data and budgetary information. Employee development and performance management skills are essential. Incumbent must be able to work with diverse groups on many different projects.
Physical Demands:
While performing the duties of this job, the employee is frequently required to stand; talk or hear; and use hands to finger, handle, or touch objects or controls. The employee is frequently required to stand and walk. On occasion the incumbent may be required to stoop, bend or reach above the shoulders. The employee must occasionally lift up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
Work Environment:
The work takes place in primarily an office/school environment, some travel and exposure to external elements may occur.
Equal Employment Opportunity and ADA:
DSHA practices equal employment opportunity. We are committed to providing employees with a work environment that supports diversity and is free of unlawful discrimination and harassment. All employment decisions are based on merit, qualifications, and competence. Our employment practices are not unlawfully influenced or affected by an applicant’s or employee’s characteristics protected by law. This policy governs all aspects of employment, promotion, assignment, discharge, and other terms and conditions of employment.
DSHA also is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment. It is the policy of DSHA to provide reasonable accommodation when requested by a qualified applicant or candidate with a disability, throughout all aspects of the hiring process, unless such accommodation would cause an undue hardship for DSHA. If reasonable accommodation is needed during the application or hiring process, please contact Human Resources at 414-721-7419.
How to Apply:
Interested individuals must complete the online application at www.dsha.info/careers and include resume, cover letter, three professional references, and salary expectations.
Visit www.dsha.info to learn more about Divine Savior Holy Angels High School.
Only applicants to be interviewed will be contacted.
Assistant Director, Junior School
Posted: Feb. 13, 2026
Vancouver, British Columbia, Canada
Crofton House School is seeking a dynamic Assistant Director who will provide strategic direction, leadership, and support on aspects of pedagogy across disciplines with a focus on our intermediate/middle years program (Grade 4 – 7). A knowledgeable and experienced teacher and school leader, this individual is confident in supporting teachers and learners, using approaches that are reflective of the way young girls develop and thrive.
Well-versed in educational research and best practice, the Assistant Director will play a key role in the development and implementation of our long-term strategic priorities. This individual will work in close partnership with the Director of the Junior School and the Junior School Leadership Team to ensure alignment and coherence in key pedagogical practices across all Junior School programming, fostering a consistent approach to deep learning and skill development. While this position places a priority on Grades 4 to 7, some strategic priorities will extend beyond the intermediate program.
Open-minded, approachable, and able to inspire trust and confidence in all stakeholders, the Assistant Director understands the crucial role of pedagogy in establishing a positive social and emotional learning environment, and they bring a culturally competent lens to a diverse community. Fueled by a lifelong commitment to professional learning, the successful candidate will play an important role in fostering a culture of action research, collaborative professional learning, and interdisciplinary connections.
Head of Science
Posted: Feb. 13, 2026
High Wycombe, Buckinghamshire, United Kingdom
This could be your chance to be Head of Science at the nations’ top girls’ boarding school that boasts excellent academic records and offers staff plenty of benefits! So if you are looking for an opportunity to grow, inspire and develop at a world class school, then read on.
We are seeking to appoint a strong and ambitious professional to lead and manage the Science and DT department to ensure that the subjects are taught in an interesting and challenging manner, allowing girls to realise their potential, whilst stimulating and fostering enthusiasm for Science and STEM within the School.
Science is a strong department and currently comprises 19 members of teaching staff with full technician support as well as additional teachers who take 1:1 lessons. All lessons are taught in dedicated laboratories, which are well-equipped practically and have Smartboards.
Wycombe Abbey is a world class full-boarding school for girls, located on a beautiful site in the centre of High Wycombe. With its distinctive heritage, magnificent 170-acre campus and impressive resources, the School provides an outstanding education for 650 pupils aged 11-18.
We have been at the forefront of girls’ boarding education for over 125 years. Superb academic outcomes are the School’s hallmark and pupils regularly secure places at the most prestigious universities across the globe. Known for its world-class education, Wycombe Abbey encourages curiosity, innovation, leadership and delight in learning among its pupils.
The School benefits from easy access to London (24 minutes to Marylebone), the Chiltern Hills and attractive towns such as Marlow, Henley-on-Thames and Beaconsfield. Heathrow is also just 20 miles away plus good transport links to other London airports.
Wycombe Abbey has its own salary scale which compares favourably with other independent schools and is well above that of the maintained sector. The successful candidate will teach a reduced timetable to reflect the Head of Department responsibilities.
While accommodation is not included with this role, applicants are welcome to express any interest during the interview. The panel will explore potential options, subject to availability.
Benefits of working at Wycombe Abbey include:
Enrolment in the School’s generous pension scheme.
Fee school remission at Wycombe Abbey and selected prep schools.
Generous CPD training and development scheme.
Free parking.
Free meals.
Free use of the Sports Centre.
Free eye tests.
Access to the Employee Assistance Programme.
How to apply: Please see the job profile document for full information about this role. To apply, please complete an application form and submit this, together with a covering letter, to the Headmistress, Mrs J Duncan, by selecting “Apply for this job”. Should you have any questions then please do not hesitate to contact the HR Team on 01494 895575 or hr@wycombeabbey.com .
Closing date for applications: 5 March 2026
Interview date: 17 March 2026
We reserve the right to appoint to this position before the closing date, should we receive a high volume of suitable early applications.
Wycombe Abbey is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful applicant will be subject to an enhanced DBS check. It is an offence to apply for this role if you are barred from engaging in regulated activity with children.
This post is exempt from the Rehabilitation of Offenders Act 1974 and therefore all applicants are required to declare:
All unspent convictions and conditional cautions.
All spent convictions and adult cautions that are not protected as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2020).
Further information regarding filtered convictions, please refer to Filtering Guidance by the Ministry of Justice and Nacro Guidance.
We are an equal opportunities employer. Registered Charity No. 310638.
Wycombe Abbey is a Disability Confident Committed Employer.
Student Learning Coordinator
Posted: Feb. 13, 2026
San Francisco, California, United States
Position Summary:
The Student Learning Coordinator reports to the Dean of Curriculum & Instruction.
The Student Learning Coordinator is a hybrid role that bridges student support systems with teacher professional growth. This position provides targeted Tier 2 academic interventions for students, manages Individualized Education Programs (IEPs) and associated compliance, and serves as an instructional coach for a caseload of approximately 5–6 teachers. The Student Learning Coordinator is responsible for building capacity across the school by strengthening instructional practice, supporting equitable access to grade-level work, and ensuring high-quality learning outcomes for all students.
Responsibilities:
A) Student Support Services
-Lead and coordinate Tier 2 academic interventions designed to accelerate student learning based on data and teacher referral, communicating outcomes with teachers and families;
-Serve as a case manager for students with IEPs: schedule meetings, coordinate with families, teachers, and service providers, ensure timely assessments, and guarantee compliance with district and state special education guidelines;
-Maintain accurate records related to student supports, interventions, and compliance documentation.
B) Instructional Coaching & Teacher Support
-Provide ongoing, non-evaluative instructional coaching to a dedicated caseload of 5–6 teachers via cycles of goal-setting, classroom observations, and progress monitoring;
-Co-design and facilitate professional learning tailored to teacher needs based on classroom data, the TRU framework, and school priorities;
-Act as a resource and advocate for equitable instructional practice, culturally responsive pedagogy, and Universal Design for Learning (UDL).
C) Collaboration & Professional Partnerships
-Actively participates in Student Support Team (SST) meetings and intervention planning teams;
-Partner with counselors, teachers, administrators, and families to ensure cohesive student support;
-Support school leadership in developing and implementing school-wide systems for intervention, data-tracking, and instructional improvement.
Assistant Director of Admissions
Villa Maria Academy High School
Posted: Feb. 13, 2026
Malvern, Pennsylvania, United States
Villa Maria Academy High School is seeking a dedicated Assistant Director of Admissions. This position plays a vital role in advancing Villa Maria Academy’s mission by welcoming, guiding, and supporting prospective students and families through the admissions process. As a key member of the Admissions Office, this individual ensures that each family’s experience reflects the values, culture, and promise of Villa Maria Academy while supporting the school’s long-term enrollment health.
The position supports enrollment growth, retention, and the continued strength of the school community. This role manages the systems, workflows, and communications that bring the admissions process to life, ensuring that every application is handled with care, integrity, and professionalism. As an ambassador of Villa Maria Academy, the Assistant Director of Admissions builds meaningful relationships, supports enrollment strategy, and contributes to a faith-filled, student-centered community.
Key Responsibilities
• Serve as a visible and engaging representative of Villa Maria Academy’s mission, values, and brand at admissions events, open houses, school visits, and informational programs.
• Guide prospective families through the admissions process with warmth, clarity, and professionalism.
• Oversee admissions correspondence, including the preparation, tracking, and distribution of admission decisions and scholarship notifications.
• Maintain admissions materials and ensure the Admissions Office is well-equipped to support recruitment efforts.
• Support the planning and execution of admissions events, including registration, reporting, and on-site logistics.
• Serve as the primary coordinator for virtual admissions events, ensuring a welcoming and professional online experience.
• Review and evaluate applicants as a member of the Admissions Committee, contributing thoughtfully to admissions decisions.
• Accurately process all required admissions data for applications, events, etc. in the Finalsite Enrollment data management system. This includes cleaning data and troubleshooting issues, as well as creating reports to analyze data to evaluate Admissions recruiting efforts.
• Create and distribute admissions communications, including mass emails, event invitations, surveys, and follow-up messaging.
• Manage and edit the admissions website content and messaging in partnership with the Marketing and Communications team.
• Respond promptly to inquiries with a commitment to exceptional client service and personalized support.
• Collaborate with the Marketing and Communications Team to align admissions messaging with school-wide branding.
• Serve as the main point of contact for the Retention Committee, including sending out meeting agendas, post-event recaps, and analyzing retention feedback into digestible reports.
• Lead and support the Parent Ambassador Program as a key component of community outreach and recruitment.
• Stay informed of enrollment management, marketing, and social media trends to enhance recruitment and engagement efforts.
• Perform other duties as assigned in support of Villa Maria Academy’s mission.
Core Competencies
• Strong commitment to client service, rooted in respect, hospitality, and professionalism.
• Excellent interpersonal, written, and verbal communication skills.
• High level of organizational and time management skills, with the ability to balance multiple priorities.
• Detail-oriented, with excellent technological and creative skills.
• Ability to manage data, analyze trends, and generate meaningful reports.
• Proficiency with Microsoft 365 (Word, PowerPoint, Excel, and mail merge), Google Workspace, Adobe InDesign or Canva, and virtual meeting platforms.
• Ability to proofread and edit communications with accuracy and consistency.
• Self-motivated, proactive, and collaborative.
• Demonstrated discretion and integrity in handling confidential information.
Education and Experience
• Bachelor’s degree required. Business, Marketing, Communications or related preferred.
• At least 2 years of admissions experience in an independent school or higher education setting preferred.
• Experience with Finalsite or similar CRM/enrollment systems preferred.
Additional Qualifications
• Valid driver’s license required; some local travel may be necessary.
To Apply
Interested candidates should submit the following materials to Mrs. Josephine Zabat, Director of Human Resources at hrvma@vmahs.org :
• Cover Letter
• Resume
• School Employment Application (available at the VMAHS employment website)
IB DP/MYP Language & Literature Teacher
Posted: Feb. 13, 2026
Victoria, British Columbia, Canada
IB DP/MYP Language & Literature(English) Senior Grades
Temporary
Internal/External Posting
Posting Date: February 12, 2026
Closing Date: March 1, 2026
Posting # 2026014
Hours
.54 FTE
This is a temporary assignment until June 24, 2026
Salary
Commensurate with placement on the SMS Salary Grid, based on years of teaching experience & education (TQS Category).
This is a bargaining unit position in the Professional Employees Association.
All candidates must hold a valid B.C. TRB Teacher’s Certificate and be legally able to work in Canada.
Summary
The Language & Literature (English) Teacher is responsible for delivering dynamic, inquiry-based instruction within the BC Curriculum. Experience in teaching the International Baccalaureate (IB) framework is an asset. Essential to this role is a commitment to engaging student learning with the overall mission and vision of the school; this includes the proven use of innovative instructional strategies through designing and implementing interdisciplinary units of study anchored in an inquiry approach. Proven facility in providing adaptive teaching strategies to accommodate a diversity of learning styles, abilities and interests is required. Key to this role is a motivation to work in an environment that develops competent, confident, and courageous students within an inclusive, girl-centered learning environment.
Core Competencies
Integrity & Trust
Service Orientation
Communication & Collaboration
Adaptability
Innovation
Resilience
Interpersonal Savvy
Duties and Responsibilities
Create, implement, and deliver the BC Curriculum, including English Language Arts, to students in Grades 9 through 12, plus ELL (English Language Learners).
Design student-centered, inquiry based units that prioritize the curricular competencies of the BC Curriculum and authentically assess students through big ideas and key content..
Collaborate regularly with colleagues, including weekly interdisciplinary planning, to design team-taught, inquiry-focused units across subject areas.
Provide supportive, flexible routines and procedures within a culturally and intellectually inclusive classroom.
Incorporate differentiation and adaptation strategies to support a diverse range of student learning profiles, with particular attention to equity, inclusion, and trauma-informed practices.
Demonstrate awareness of and responsiveness to the social and emotional development of girls in a learning environment that encourages voice, agency, and belonging.
Maintain regular and open communication of student learning, including progress reports, digital portfolios, and informal updates with parents.
Set an inspiring, supportive learning environment to encourage every student in reaching her potential.
Skilled at building relationships of trust and mentorship with students.
Preparation of student reports is required, both formal written reports and regular, informal communication with parents.
Available to attend meetings with parents and colleagues to support the needs of the students in the class.
Participate actively in regular staff meetings and school-wide events.
Presence at school functions is required, including Meet the Teacher Evening, Parent-Teacher Interviews, Student-led Conferences and Open Houses.
Ability to work collaboratively as part of a team.
Required Education and Experience
Current and Valid teacher certification through the BC Teacher Regulation Branch.
Bachelor of Education degree with a focus on/experience in teaching Language & Literature.
Certification and minimum of three years experience teaching in an IB Senior and Middle Years Programme setting, with familiarity in IB inquiry, global contexts, and interdisciplinary teaching.
Required Knowledge, Skills & Abilities
Demonstrated excellence in inquiry-based teaching in English and/or interdisciplinary settings.
Skilled in using a wide variety of strategies to meet the needs of a diverse student body, especially in a girl-centered environment.
Strong communication, organizational, and interpersonal skills with students, families, and colleagues.
Ability to work collaboratively as a part of a team, both within and across departments.
Willingness to participate in ongoing professional development, including Indigenous education and culturally responsive pedagogy.
Demonstrates a growth mindset and a reflective, evidence-informed teaching practice.
Evidence of continued professional growth, including interest in interdisciplinary teaching and project-based learning.
Maintains the highest standards of confidentiality, ethics, and professionalism.
Actively supports the vision, mission, and values of the school community.
Committed to sustainability, equity, and social justice.
Willingness to learn, adapt, and contribute meaningfully to the school’s dynamic and inclusive learning environment.
Experience working with diverse teams and student populations, particularly in support of students with diverse cultural backgrounds and identities.
Valued Benefits
A career with St. Margaret’s School will offer you the opportunity to be part of dedicated team of professionals in a dynamic and rewarding educational environment. This position is located on the school campus, with access to rapid transit, on-site gym, and other amenities.
St. Margaret’s School emphasizes a dedication to equity, diversity, and inclusion across living, learning, and work environments. The school aims to have its workforce mirror the diversity of students and the community. Actively encouraging applications from groups facing historical or current equity barriers, the institution is committed to fostering an equitable, diverse, and inclusive community. Employees needing employment support, technical aids, or accommodations, are encouraged to contact Human Resources careers@stmarg.ca.
Interested candidates are invited to submit an application package, including a covering letter, curriculum vitae and professional references, through Bamboo HR, by March 1, 2026
Assistant Coach for Indoor/Outdoor Track
Posted: Feb. 13, 2026
Philadelphia, Pennsylvania, United States
Nazareth Academy High School is an all-girls private Catholic college preparatory school. The campus is located in Northeast Philadelphia. The school serves more than 300 students in grades 9-12. It is the only private all-girls high school in Philadelphia and has a reputation as one of the leading academic schools in Pennsylvania.
Nazareth Academy High School is searching for a qualified, energetic individual to take on the role of Women’s Assistant Coach for Indoor/Outdoor Track. This position will be responsible for overseeing and managing the Indoor/Outdoor Track program with a focus on sprints and jumps. The successful candidate will possess a proven ability to exemplify the highest standards of leadership, sportsmanship and respect. Excellent organizational skills and the ability to communicate effectively are essential.
Please submit cover letter, resume, and any letters of recommendation to Brigid Kelley at BKelley@NazarethAcademyHS.org.
French/Philosophy Teacher (Stage 4/5)
Posted: Feb. 13, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Temporary Full-Time commencing 30 March 2026 for handover
Commencement date: 30 March 2026
End date: 25 June 2027
The successful candidate will:
– support the Catholic Dominican Mission of the College and promote the prayer life of the College
– demonstrate an expert understanding of curriculum requirements for all Stage 4 and 5 NESA Languages (French) and Philosophy courses
– the ability to teach Year 6 Spanish twice a fortnight would be advantageous
– be a collaborative practitioner who can work with a range of teams
– be an exemplary teacher with demonstrated understanding of contemporary pedagogy
– contribute to the development, implementation and evaluation of HSIE policies and programs for curriculum, assessment and reporting across Years 6-12.
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience.A detailed Curriculum Vitae must also be submitted with the names and contact details of three referees.
For further information please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Vivien Watson, People and Culture Officer – Staff on (02) 9745 7037.
Applications close: 4:00pm Friday 27 February 2026.
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
School Counselor
Posted: Feb. 11, 2026
Richmond, Virginia, United States
Orchard House Middle School
School Counselor
General Information:
• A ten month, full-time, salaried employee with all applicable benefits
• Additional key duties: 8th Grade Homeroom/CORE Teacher and High School Coordinator
• Start date August 15, 2026
Responsibilities:
The School Counselor plays a vital role in supporting the OHMS mission by helping students navigate the social, emotional, and academic transitions of adolescence. Guided by the American School Counselor Association (ASCA) National Model, the counselor provides a proactive, comprehensive program that nurtures self-awareness, resilience, and healthy relationships within a caring, inclusive school environment.
Casual Teachers
Posted: Feb. 11, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Casual Primary Teachers
Commencement date: Immediate availability
The successful candidate will:
– support the Catholic Dominican Mission of the College and promote the prayer life of the College
– demonstrate an understanding of contemporary education practices that are student-centred, technology-rich and differentiated appropriate to the age of development
– possess excellent communication and problem solving skills
– demonstrate highly developed interpersonal skills and ability to work collaboratively
– have strong organisational skills
Fourth Year University students are welcome to apply.
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience and a detailed Curriculum Vitae must be submitted with the names and contact details of three referees.
For further information please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Ann McGovern, Deputy Principal – Staff (02) 9745 7025
Applications close: Ongoing
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
Coach, Track & Field, Junior School
Posted: Feb. 11, 2026
Vancouver, British Columbia, Canada
Crofton House School offers a girl-centred learning environment for students from Junior Kindergarten to Grade 12. Here, students are motivated to strive for their best selves, embracing academic challenge and diverse experiences, guided by staff who know them and believe in them.
Bound by our belief in the power of girl-centred education, Crofton House School fosters a strong sense of community among educators, staff, students from Junior Kindergarten to Grade 12, and families. Here, everyone can contribute to the strength of our school– including you.
We offer extensive professional development opportunities, competitive compensation and a comprehensive benefits package. Our 10-acre campus provides modern facilities, as well as beautiful outdoor spaces and a daily connection to nature.
Crofton House School is currently seeking an experienced Track & Field Coach to join the Junior School Athletics team. As an Athletic Coach, you will work collaboratively with the Program Coordinator, Athletics, Junior School, to ensure the safety and wellbeing of students in your care.
Administration Officer – Mission and Pastoral Care
Posted: Feb. 11, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Temporary Full Time (covering staff leave)
Commencement date: 20 April 2026
End date: 26 June 2026
Classification: Clerical and Administration Services Level 4.1 under the Independent Schools NSW (Professional Operational Staff) Cooperative Multi-Enterprise Agreement (CMEA) 2025.
Hours: 8am – 4pm, Monday to Friday
Location: Santa Sabina College, Secondary Campus, Strathfield, NSW
The Role
As the Administration Officer – Mission and Pastoral Care, you will provide essential support to the Deputy Principal – Mission and Pastoral Care. You will play a key role in the smooth operation of programs and services for staff, students and parents.
The successful candidate will have:
– Strong administrative and organisational skills
– Excellent communication and interpersonal abilities
– Proficiency in Google Suite, Microsoft Office and other school systems (e.g. TASS)
– the ability to manage confidential information with discretion
– First Aid qualification and a current Working with Children Check
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience and a detailed Curriculum Vitae must be submitted with the names and contact details of three referees.
For further information, including a full role description, please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Melanie van der Meer, Deputy Principal – Mission and Pastoral Care on (02) 9745 0237.
Applications close: 4:00pm Friday 20 February 2026.
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
Upper School Music Teacher- Instrumental
Posted: Feb. 9, 2026
Toronto, Ontario, Canada
We seek an individual inspired by our mission, whose beliefs align with our core values of integrity, compassion, inquiry, and courage, and who reflects our core competencies to join our Upper School as an Instrumental Music Teacher. The ideal candidate would be a versatile musician who is confident in both band and string classrooms. This is a full-time, permanent position, starting in September 2026.
Compensation & Placement Salary is determined by the Havergal Faculty Grid, ranging from $72,185 – $103,105 for early-career faculty and $103,457 – $135,699 for those with 6+ years of experience. Final placement is based on recognized teaching years, degrees, and Additional Qualifications (AQs), with levels increasing for the 2026-2027 academic year.
Why Teach with Us
Havergal College is a wonderful place to teach. We offer a highly competitive compensation package for teachers, including participation in the Ontario Teachers’ Pension Plan and support for professional development.
Why Havergal is the Place to Be
Founded in 1894 and located on a beautiful 22-acre campus in midtown Toronto, Canada, Havergal College is one of Canada’s pre-eminent independent schools for girls from Junior Kindergarten through Grade 12.
At Havergal College, we believe great schools are made up of great people. With a rich history spanning over 130 years, we are committed to offering a contemporary liberal arts education which is rooted in the Anglican tradition. Our mission is to prepare young women to make a difference. Through our outstanding academic and cocurricular programs, and a cohesive and collegial team of faculty and administration staff, we nurture a culture of capability that fosters self-confidence, leadership, critical thinking and global-mindedness within our students.
We take pride in attracting and retaining highly qualified faculty and administration staff to ensure our school remains at the forefront of educational excellence. Join us in this transformative education journey, working together to empower young women to make a positive difference in our world.
We are committed to building a diverse workforce and an inclusive workplace. We believe that an inclusive environment fosters a culture of mutual respect, creativity and innovation, collaboration and accountability. To this end, we encourage applications from all qualified candidates with diverse experiences and perspectives, including women, BIPOC (Black, Indigenous and People of Colour) peoples, LGBTQ2S+, and persons with disabilities to join our thriving team. We seek candidates committed to nurturing a community where integrity, compassion, inquiry and courage thrive.
The Position:
The Upper School program at Havergal College is distinguished by opportunities for students to develop and learn in a diverse, stimulating, well-resourced and supportive environment. Experienced US Music teachers at Havergal College are high-level practicing musicians who model musical excellence for students and inspire them through their own artistic practice. They are confident in curriculum development and demonstrate an approach to teaching that reflects how girls learn. Teachers support all learners with diverse strategies and approaches and are willing and able to differentiate instructional strategies. Classes are engaging and dynamic; teachers genuinely enjoy their work and are approachable, available, knowledgeable, genuine and supportive.
As members of the Upper School faculty, teachers engage in the work of the Upper School collegially and supportively. They demonstrate an understanding of the importance of parents as partners in their daughter’s education by maintaining open, collaborative relationships with them. As life-long learners, faculty members demonstrate a commitment to actively seeking professional development. The music teachers offer extensive co-curricular opportunities for students to engage in music beyond the classroom, in addition to actively participating in other aspects of school life.
To learn more about this opportunity, the expectations, qualification requirements and How To Apply please visit our website at www.havergal.on.ca.
All qualified candidates are encouraged to express their interest no later than February 20, 2026.
This posting is for an existing vacancy. We use an AI transcription tool for note-taking during the initial telephone pre-screening. Candidate consent will be requested before the call, and refusal will not affect your application. If consent is declined, an HR member will take manual notes.
We thank all applicants in advance. Only those candidates selected for an interview will be contacted. Havergal College is an equal opportunity employer. We are committed to an inclusive, barrier-free recruitment and selection process, and work environment in accordance with the Accessibility for Ontarians with Disabilities Act (AODA). We will be happy to work with applicants requesting accommodation at any stage of the hiring process. If you require accommodations, please contact Cathy LeBlanc at 416-483-3519 ext. 6526 or by email at accessibility@havergal.on.ca.
Director of Student Leadership
Posted: Feb. 9, 2026
Toronto, Ontario, Canada
We seek an individual inspired by our mission, whose beliefs align with our core values of integrity, inquiry, compassion and courage, and who reflects our core competencies to join us as Director of Student Leadership. This is a full-time position.
Total compensation for this position is based on the Havergal Faculty Grid plus a $6,500 leadership stipend, with final placement determined by recognized teaching years, degrees, and Additional Qualifications (AQs). While the current faculty grid ranges from $72,185 – $103,105 for early-career faculty and $103,457 – $135,699 for those with six or more years of experience, these levels are subject to increase for the 2026–2027 academic year.
Why Teach with Us
Havergal College is a wonderful place to teach. We offer a highly competitive compensation package for teachers, including participation in the Ontario Teachers’ Pension Plan and support for professional development.
Why Havergal is the Place to Be
Founded in 1894 and located on a beautiful 22-acre campus in midtown Toronto, Canada, Havergal College is one of Canada’s pre-eminent independent schools for girls from Junior Kindergarten through Grade 12.
At Havergal College, we believe great schools are made up of great people. With a rich history spanning over 130 years, we are committed to offering a contemporary liberal arts education which is rooted in the Anglican tradition. Our mission is to prepare young women to make a difference. Through our outstanding academic and cocurricular programs, and a cohesive and collegial team of faculty and administration staff, we nurture a culture of capability that fosters self-confidence, leadership, critical thinking and global-mindedness within our students.
We take pride in attracting and retaining highly qualified faculty and administration staff to ensure our school remains at the forefront of educational excellence. Join us in this transformative education journey, working together to empower young women to make a positive difference in our world.
We are committed to building a diverse workforce and an inclusive workplace. We believe that an inclusive environment fosters a culture of mutual respect, creativity and innovation, collaboration and accountability. To this end, we encourage applications from all qualified candidates with diverse experiences and perspectives, including women, BIPOC (Black, Indigenous and People of Colour) peoples, LGBTQ2S+, and persons with disabilities to join our thriving team. We seek candidates committed to nurturing a community where integrity, compassion, inquiry and courage thrive.
The Position:
Reporting to the Head of the Upper School, the Director of Student Leadership leads the development and oversight of the Upper School student leadership experience at Havergal College. In addition to the expectations of the faculty role, the Director of Student Leadership supports the Prefect team, the faculty Prefect mentors, as well as the co-curricular club and competitive club faculty advisors in the Senior School. This role partners with Assistant Heads of Upper School (Middle and Senior Divisions), as well as the Head of the Junior School and the Assistant Head, Junior School, to holistically implement Havergal’s leadership attributes in a model that supports all students (JK-12) in developing their capacity to lead effectively.
To learn more about this opportunity, the expectations, qualification requirements and How To Apply please visit our website at www.havergal.on.ca.
All qualified candidates are encouraged to express their interest no later than February 20, 2026.
This posting is for an existing vacancy. We use an AI transcription tool for note-taking during the initial telephone pre-screening. Candidate consent will be requested before the call, and refusal will not affect your application. If consent is declined, an HR member will take manual notes.
We thank all applicants in advance. Only those candidates selected for an interview will be contacted. Havergal College is an equal opportunity employer. We are committed to an inclusive, barrier-free recruitment and selection process, and work environment in accordance with the Accessibility for Ontarians with Disabilities Act (AODA). We will be happy to work with applicants requesting accommodation at any stage of the hiring process. If you require accommodations, please contact Cathy LeBlanc at 416-483-3519 ext. 6526 or by email at accessibility@havergal.on.ca.
Mary Bailey House Cook
Posted: Feb. 6, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Permanent Part-time (48 weeks)
Hours of Work: 2 days a week (Monday and Tuesday), 8.30am – 1.30pm
Commencement date: 2 March 2026
Classification: School Operational Services, Level 3 under the Independent Schools NSW (Professional and Operational Staff) Cooperative Multi-Enterprise Agreement 2025
The successful candidate will:
support the Catholic Dominican Mission of the College and promote the prayer life of the College
provide nutritious, high quality, well-presented meals for children at Mary Bailey House
have current Food Safety Certification
have experience working in a commercial kitchen
have a current Working with Children Check (WWCC)
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience and a detailed Curriculum Vitae must be submitted with the names and contact details of three referees.
For further information please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Jackie Baxter, Director of Mary Bailey House on (02) 9745 7777.
Applications close: 4:00pm Friday 20 February 2026.
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
Sports Administrator
Posted: Feb. 6, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position Permanent Part-time 4 days per week (60.8 hrs a fortnight) Term Time only
Commencement date: Immediate start or be negotiation
Classification: Instructional Services Level 5.1 under the Independent Schools NSW (Professional and Operational Staff) Cooperative Multi-Enterprise Agreement 2025
The successful candidate will:
– support the Catholic Dominican Mission of the College and promote the prayer life of the College
– have exceptional administration skills with the ability to manage complex schedules, communications and logistics being able to support the College Sports program including weekend sport, invitational carnivals, College Sports Carnivals and all other events in the Department
– have strong organisational capability and attention to detail, particularly during peak competition periods
– have ability to build positive relationships with students, staff, parents and external partners
– have a sound understanding of coaching principles with the confidence to recruit, support and mentor coaches
– have availability for weekend commitments including Sunday Sydney Volleyball Leave (SVL) supervision (end of Term 1) and Saturday morning sport (Term 1 -4)
– have current CPR, First Aid Certification and Working with Children check clearance
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience and a detailed Curriculum Vitae must be submitted with the names and contact details of three referees.
For further information please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Luiz Ramalho, Director of Sports and Activities P-12 on (02) 9745 0221.
Applications close: 4:00pm Friday 20 February 2026.
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
Educator, Early Childhood Education Centre
Posted: Feb. 6, 2026
Vancouver, British Columbia, Canada
Crofton House School is seeking an exceptional early childhood educator to work with teachers in our Junior Kindergarten program. You will be part of a collaborative teaching team supporting the positive growth and development of young girls in the Crofton House School Early Childhood Education Centre. Fulfil your vision as an early childhood educator by joining this dynamic school community with motivated students, inspirational colleagues and supportive parents along with abundant resources and enriching professional development opportunities. Our play-based approach to teaching and learning is guided and enhanced by the principles of a student-centred, collaborative and inquiry-based focus to deepen learning for young students.
Assistant, Early Childhood Education
Posted: Feb. 6, 2026
Vancouver, British Columbia, Canada
We are seeking an exceptional early childhood educator who excels in working with children aged 3 to 5 years old. This role is part of a collaborative teaching team within our ECE Centre, supporting the positive growth and development of young girls in a nurturing, play-based environment. The successful candidate will join a vibrant and innovative school community that values personal excellence, whole-child development, and overall wellness.
In this position, you will provide support to a team of Junior Kindergarten teachers and students within the school day, as well as lead our after-school care program for our young learners. It offers an excellent opportunity to build essential skills and gain valuable experience, ideal for educators looking to grow and thrive in their careers. You’ll enjoy working with motivated students, engaging in enriching professional development, and collaborating with inspirational colleagues and supportive families.
7th and 8th Grade Science Teacher
Posted: Feb. 6, 2026
Lawrence, Massachusetts, United States
Esperanza Academy, an independent middle school for girls from Lawrence, Massachusetts, seeks a creative, highly motivated science teacher for grades 7-8 who can engage and inspire students who have a wide range of strengths and areas of growth. The teacher should have a clear understanding of the scope and sequence of the content area and have a personal love for real-world, hands-on, classroom exploration to invoke critical thinking skills of the students creating a relevant, yet rigorous standard in the classroom.
At Esperanza Academy, teachers form the backbone of our community. The relationships that teachers build with students, parents, fellow faculty members, and administrators are the central factor in the success of our students. Esperanza Academy makes a commitment to invest in the professional, emotional, and spiritual well-being of its teachers, just as it expects teachers to invest in the academic, emotional, and spiritual well-being of our students.
ABOUT ESPERANZA: At Esperanza Academy, we are fortunate to serve our students, their families, and the community of Lawrence. We are a tuition-free independent middle school with a 12-year commitment to our students because we believe that everyone deserves the right to high-quality independent school education. Our school is a revolutionary antidote to racism; we, as an academic community, emphasize racial and cultural identity affirmation, love of community, and restorative justice. By creating a culture of achievement in which academic success and self-discovery are paramount, we protect and nurture the innate confidence that each of our girls possesses.
RESPONSIBILITIES
– Teach 7th and 8th grade science with an innovative and rigorous curriculum, OpenSciEd
– Support and co-teach mathematics courses
– Work one-on-one or in small groups to develop math skills during Academic Support and class blocks
– Effectively lead a classroom of students with diverse social-emotional needs using a Restorative Justice approach.
– Co-lead an advisory
– Provide student-centered instruction, particularly through problem-based, collaborative learning, and principles of Marzano’s The New Art and Science of Teaching
– Create, communicate, and hold students accountable in an environment of “high challenge, high support, high joy” with learning goals aligned with Next Generation Science Standards to ensure that students are adequately prepared for high school, college, and career
– Experiment with and develop an innovative science program that centers girls of color as the problem-solvers of today and tomorrow, in collaboration with the Director of Curriculum and Instruction
– Use principles of Grading for Equity and standards-based grading to provide students and their families
with effective feedback about their learning
– Creatively use technology in the classroom
– Collaborate and plan with teachers and administrators to support student learning and wellbeing
– Communicate in a timely and professional manner with all community stakeholders
– Maintain an active presence and participate fully in campus life
– Other duties as assigned by the Principal or Head of School. (May include student supervision during lunch, recess, arrival/dismissal assigned in the faculty rota)
QUALIFICATIONS AND REQUIREMENTS
– Bachelor’s Degree in Science Education, Biology, Chemistry, Physics, or related field required.
– Master’s Degree in Education or related field preferred.
– Minimum two (2) years of teaching experience, preferably at the middle school level and in a related subject area, ideally with a proven track record in student success
– Experience working with students in an advisory or mentorship capacity preferred.
– Openness to the role of spirituality in education
– Positive references from current and former supervisors
– Strong personal commitment to our school values
COMPENSATION
Salary range: $70,000 to $80,0000 annually.
Esperanza Academy offers an attractive benefits package including 403(b), medical, dental, life, and disability insurance, and a comprehensive professional development program.
TO APPLY: Please send a cover letter specifically detailing your qualifications for the position, a resume, and contact information for three professional references to Jadi Taveras, Head of School, at employment@esperanzaacademy.org
Esperanza will only accept applications from individuals currently authorized to work in the U.S.
Mathematics Department Chair/Teacher (K–12)
The Nightingale Bamford School
Posted: Feb. 5, 2026
New York, New York, United States
Mathematics Department Chair/Teacher (K–12)
The Nightingale-Bamford School is seeking a dynamic and visionary Department Chair to lead our K-12 Mathematics Department for the 2026-2027 school year. The Department Chair will be an accomplished educator who holds high standards for both teaching and learning, demonstrates a deep commitment to best practices in instruction, and fosters a strong, collaborative departmental culture. The successful candidate will have a demonstrated record of excellence in the classroom, a comprehensive understanding of Mathematics content and pedagogy, and experience building inclusive learning communities for students and teachers.
At Nightingale, Department Chairs serve an essential academic leadership role with responsibility for the development and stewardship of their department, its curriculum, and teaching staff. Reporting to the Assistant Head for Academic Affairs, Nightingale’s Department Chairs work together to oversee departmental alignment with the School’s mission and vision of academic excellence, the sequence and content of their curricula, the daily operation and oversight of their departments, and the support and well-being of their department members.
Chairs are responsible for leading ongoing conversations about curriculum, pedagogy, and assessment, ensuring excellence and coherence across Nightingale’s K-12 program, and supporting faculty growth through mentorship and feedback. They serve as key liaisons between faculty and school leadership, work to translate vision into practice, and share decision-making responsibility for a cohesive, forward-thinking, and evolving academic program.
To support this work, Department Chairs receive a one-course release (or equivalent to a 1/4-time role) and an $8,000 base stipend plus additional funding for departments with more than six members. Chairs are 10-month positions with the expectation of availability for up to two weeks over the summer to support hiring, new employees, departmental curriculum work, scheduling and course placement.
Responsibilities
(including but not limited to)
Curricular Leadership
Lead the design, implementation, and ongoing refinement of a K-12 Mathematics curriculum
Establish a departmental vision, curate K-12 departmental scope and sequence, and build long-range academic plans
Regularly evaluate, update, and document departmental curriculum, including instructional materials and resources
Remain current with relevant academic scholarship and in professional communities and organizations
Provide expertise, guidance, and oversight for departmental curricular decisions
Work closely with teaching teams to ensure clarity, coherence, and curricular alignment
Make recommendations for new course offerings or changes in departmental course structures
Oversee annual updates to Curriculum Guide to ensure accuracy of course descriptions
Faculty Support and Professional Development
Ensure excellence in teaching across the K-12 department through regular coaching, feedback, and support
Co-lead hiring processes with senior leadership
Orient and support new department members
Build and cultivate strong relationships and rapport within the department
Foster a culture of continuous learning and innovation through collaboration, observation, reflection, and the development of shared practices
Provide mentorship and guidance in curriculum design, pedagogy, communication, and teaching and assessment practices
Actively participate in the evaluation process for teachers on annual cycle
Support faculty growth by encouraging, organizing, and offering opportunities for individual and departmental professional development
Department Management and Stewardship
Organize, plan, and facilitate regular department meetings and workshops
Manage faculty issues and concerns as they arise in collaboration with the appropriate Division Head/s
Delegate responsibilities and assign tasks to support departmental goals
Recommend teaching assignments for each academic year
Ensure class coverage when department members are absent
Recommend student placement levels in consultation with teaching teams
Review all teacher-written comments for accuracy and clarity
Prepare departmental budget requests and approve requisitions, professional development, and summer stipends
Departmental Representation
Represent the department at Academic Affairs and in Department Chair meetings
Speak on the department’s behalf at Open Houses, parent coffees, family presentations, etc.
Serve as the department’s primary liaison to families, external audiences, and senior leadership
Advocate for departmental needs
Teaching Responsibilities
Department Chairs are expected to teach three courses (or the equivalent of a 3/4-time role) in their respective department and to take on other responsibilities as assigned.
Required Qualifications
Bachelor’s degree in Mathematics or a related field; Master’s degree or PhD preferred
Five to ten years of experience teaching Mathematics at the K-12 level
Demonstrated excellence in classroom management and instructional practice
Personal and Professional Characteristics
A strong alignment with the mission of The Nightingale-Bamford School
A deep understanding of and love for the teaching of Mathematics and the ability to articulate a K-12 academic vision for the department
Demonstrated cultural competence and the ability to work effectively with individuals from diverse backgrounds and experiences
Excellent attention to detail, sound judgment, high integrity, and a strong work ethic
A supportive, compassionate, and student-centered approach to teaching and leadership
Exceptional interpersonal skills and a collaborative leadership style
Superb oral and written communication skills
High initiative and a proven ability to work both independently and collaboratively
A sense of humor and an appreciation of this trait in others
Salary Range
In compliance with NYC’s Pay Transparency Act, the annual salary range for this position is $85,000–$135,000. When extending an offer, Nightingale considers factors including (but not limited to) the scope of the role, the candidate’s experience and education, key skills, internal equity, and market considerations.
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale is deeply committed to cultivating a community rooted in principals of belonging and inclusion, the foundations of excellent teaching and learning. We expect all community members to engage thoughtfully and responsibly in this work.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to provide equal employment opportunities without regard to race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity.
The School does not discriminate on the basis of any characteristic protected by applicable law, including, but not limited to, with respect to recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, school-administered programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation.
STEM/Computer Science Teacher
The Nightingale Bamford School
Posted: Feb. 5, 2026
New York, New York, United States
The Nightingale-Bamford School seeks a STEM/Computer ScienceTeacher for the academic year 2026-2027. The STEM/Computer Science Faculty member helps facilitate meaningful STEM instruction and teaches computer science, math, and science classes. The faculty member plays a role in leading and further developing Nightingale’s K-12 STEM, computer science, academic technology, and makerspace programs.
This is a full time, 10 month, exempt position starting on August 31, 2026
RESPONSIBILITIES INCLUDE (but are not limited to):
Teach Upper School STEM and computer science classes, including math and science courses such as physics and statistics
Actively collaborate with faculty across science and math departments to implement interdisciplinary STEM initiatives and projects.
Attend grade-level and divisional meetings.
Attend school events as needed.
Additional tasks in the school community as assigned.
REQUIRED QUALIFICATIONS:
Master’s degree in educational technology, computer science, engineering, or related STEM fields.
Teaching experience in an educational setting.
Proficiency in professional programming languages such as Python and Java.
Knowledgeable about computer science, STEM, instructional design, teaching pedagogy, technology integration, and makerspace tools.
Excellent interpersonal, organizational, and communication skills.
Demonstrated background of engaging with and adapting to diverse learners, creating developmentally-appropriate and varied activities, along with a commitment to the work of inclusion and belonging particularly within a school community and in the classroom.
SALARY
In compliance with NYC’s Pay Transparency Act, this position’s annual salary range is $75,000 – $125,000. When extending an offer, Nightingale considers factors such as (but not limited to) the position’s scope and responsibilities, the candidate’s work experience, education/training, key skills, internal peer equity, and market and organizational considerations.
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale is deeply committed to cultivating a community rooted in principals of belonging and inclusion, the foundations of excellent teaching and learning. We expect all community members to engage thoughtfully and responsibly in this work.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to provide equal employment opportunities without regard to race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity.
The School does not discriminate on the basis of any characteristic protected by applicable law, including, but not limited to, with respect to recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, school-administered programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation.
Mathematics Teacher – Upper School
The Nightingale Bamford School
Posted: Feb. 5, 2026
New York, New York, United States
Mathematics Teacher – Upper School
The Nightingale-Bamford School seeks an Upper School Mathematics Teacher for the academic year 2026-2027.
Those applying should have a minimum of three years teaching experience at the Upper School/Secondary level. All applicants must be capable of teaching any of the math courses from Grade IX through Advanced Calculus.
At Nightingale-Bamford, the Math Department works collaboratively to develop curriculum, so applicants should be ready to work as a team. This is a school that values camaraderie, an institution where teachers continue to blossom and grow. Those applying should have a commitment to excellent math teaching practices and continued professional development, and must display an interdisciplinary commitment to STEM. Candidates will demonstrate a commitment to best practices in pedagogy, excellent organizational skills, a passion for teaching young children, strong written and verbal communication skills, an ability to meet deadlines, be detail-oriented, and have a willingness to pursue professional development. This is a full time, 10-month, exempt position starting on August 31, 2026.
RESPONSIBILITIES INCLUDE (but are not limited to):
Teaching a full course load (four courses) in the Upper School School.
Providing timely feedback to students on assignments in alignment with departmental standards.
Employing best practices of pedagogy to provide our students with an excellent experience.
Contributing to curriculum development and revision in collaboration with other faculty
Pursuing appropriate professional development to build content knowledge, incorporate new pedagogical approaches, and keep current in the field
Additional tasks in the school community as assigned.
REQUIRED QUALIFICATIONS:
Bachelor’s degree in Mathematics, Math Education or a related field. Master’s preferred.
Three to five years teaching Math at the Upper School level.
Proficiency in teaching Mathematics as well as transferable skills such as active reading, research, and writing.
Excellent classroom management skills.
PERSONAL AND PROFESSIONAL CHARACTERISTICS
A shared understanding of the mission of the School and a demonstrated commitment to the core principles of diversity, equity, and inclusion.
Must demonstrate cultural competence and be able to understand, appreciate, and work with constituents across varied backgrounds and cultures.
Excellent attention to detail, professional attitude, good judgment, a high level of integrity, and a strong work ethic.
Exceptional interpersonal skills and an ability to work collaboratively with varied constituents.
Superb oral and written communication skills.
High level of initiative.
Appreciation of the sense of joy inherent in an Upper School community
SALARY.
In compliance with NYC’s Pay Transparency Act, this position’s annual salary range is $75,000 – $125,000. When extending an offer, Nightingale considers factors such as (but not limited to) the position’s scope and responsibilities, the candidate’s work experience, education/training, key skills, internal peer equity, and market and organizational considerations.
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale is deeply committed to cultivating a community rooted in principals of belonging and inclusion, the foundations of excellent teaching and learning. We expect all community members to engage thoughtfully and responsibly in this work.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to provide equal employment opportunities without regard to race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity.
The School does not discriminate on the basis of any characteristic protected by applicable law, including, but not limited to, with respect to recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, school-administered programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation.
English Department Chair/Teacher (K–12)
The Nightingale Bamford School
Posted: Feb. 5, 2026
New York, New York, United States
English Department Chair/Teacher (K–12)
The Nightingale-Bamford School seeks an enthusiastic, dynamic, and collegial English Department Chair and Teacher to lead our K–12 English Department beginning in the 2026–2027 school year. The Department Chair will be an accomplished educator who communicates high standards for both teaching and learning, demonstrates a deep commitment to best practices in English instruction, and fosters a collaborative and inclusive departmental culture.
At Nightingale, Department Chairs serve an essential academic leadership role with responsibility for the development and stewardship of their department, its curriculum, and teaching staff. Reporting to the Assistant Head for Academic Affairs, Nightingale’s Department Chairs work together to oversee departmental alignment with the School’s mission and vision of academic excellence, the sequence and content of their curricula, the daily operation and oversight of their departments, and the support and well-being of their department members.
Chairs are responsible for leading ongoing conversations about curriculum, pedagogy, and assessment, ensuring excellence and coherence across Nightingale’s K-12 program, and supporting faculty growth through mentorship and feedback. They serve as key liaisons between faculty and school leadership, work to translate vision into practice, and share decision-making responsibility for a cohesive, forward-thinking, and evolving academic program.
To support this work, Department Chairs receive a one-course release (or equivalent to a 1/4-time role) and an $8,000 base stipend plus additional funding for departments with more than six members. Chairs are 10-month positions with the expectation of availability for up to two weeks over the summer to support hiring, new employees, departmental curriculum work, scheduling and course placement.
Responsibilities
(including but not limited to)
Curriculum Leadership
Lead the design, implementation, and ongoing refinement of a cohesive, vertically aligned K–12 English curriculum that meets the developmental needs of students.
Ensure the curriculum fosters critical literacy, analytical writing, and effective communication, integrating both classical and contemporary texts that are diverse and culturally responsive.
Promote culturally responsive and inclusive pedagogy that reflects a wide range of voices and experiences.
Lead efforts to integrate interdisciplinary connections and innovative instructional methodologies, including project-based and inquiry-driven learning.
Ensure a clearly articulated scope and sequence for all departmental curricula.
Manage the daily operation and supervision of the department, including maintaining high standards of teaching and learning, implementing needed changes, and fostering constructive working relationships with administrators and colleagues.
Faculty Support & Professional Development
Supervise, mentor, and evaluate English faculty to ensure excellence in instruction and ongoing professional growth.
Provide regular coaching, feedback, and support in curriculum design, pedagogy, and assessment practices.
Organize and facilitate department meetings, workshops, and professional development aligned with best practices in English education.
Foster a culture of collaboration, reflection, innovation, and continuous learning among faculty.
Student Learning & Assessment
Ensure consistent, meaningful assessment practices that measure student growth in reading, writing, and critical thinking.
Analyze student performance data to inform instructional practices and curricular adjustments.
Support teachers in designing authentic and differentiated assessments that meet the needs of diverse learners.
Promote a love of literature and writing through student-centered initiatives such as literary publications, book clubs, and writing contests.
Teaching Responsibilities
Department Chairs are expected to teach three courses (or the equivalent of a 3/4-time role) in their respective department and to take on other responsibilities as assigned.
Required Qualifications
Bachelor’s degree in English or a related field; Master’s degree or PhD preferred.
Five to ten years of experience teaching English at the middle and/or upper school level.
Demonstrated excellence in classroom management and instructional practice.
Personal and Professional Characteristics
A strong alignment with the mission of The Nightingale-Bamford School.
Demonstrated cultural competence.
Excellent attention to detail, sound judgment, high integrity, and a strong work ethic.
A supportive, compassionate, and student-centered approach to teaching and leadership.
Exceptional interpersonal skills and a collaborative leadership style.
Superb oral and written communication skills.
High initiative and a proven ability to work both independently and collaboratively.
A sense of humor and an appreciation of this trait in others.
Salary Range
In compliance with NYC’s Pay Transparency Act, the annual salary range for this position is $85,000–$135,000. When extending an offer, Nightingale considers factors including (but not limited to) the scope of the role, the candidate’s experience and education, key skills, internal equity, and market considerations.
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale is deeply committed to cultivating a community rooted in principals of belonging and inclusion, the foundations of excellent teaching and learning. We expect all community members to engage thoughtfully and responsibly in this work.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to provide equal employment opportunities without regard to race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity.
The School does not discriminate on the basis of any characteristic protected by applicable law, including, but not limited to, with respect to recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, school-administered programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation.
Humanities Teacher
Posted: Feb. 5, 2026
Tinton Falls, New Jersey, United States
Trinity Hall seeks a Humanities teacher for leave replacement, available immediately through the end of the 2025-2026 school year.
Qualifications and Experience:
• A bachelor’s degree at minimum (master’s degree preferred) in education and/or a related academic field or fields (e.g., theology, history; literature)
• Previous experience teaching English or theology
• Expertise in content area with flexibility and interest to teach a range of courses within the Humanities team
• Commitment to the school’s mission and vision by participating fully in extracurricular and community activities regularly (including those sometimes beyond routine school hours
• Desire to participate fully in the life of the school with expectations of, but not limited to: modeling behaviors that contribute to a positive and collaborative learning environment; cultivating positive partnerships with parents; participating in meetings, professional development courses; and updated and modifying curriculum guides
• Excellent written and verbal communication skills
• Good humor and flexibility to adapt to the daily needs of adolescent girls
• Willingness to work with colleagues and students in a dynamic, collaborative setting
• Comfort and facility with technology (e.g., Google applications, school information systems / learning management systems, etc.)
Benefits:
• Competitive Salary – commensurate with experience and education
• Health Plans – Medical, Dental, Vision, etc.
• Retirement Plans – 403b
• Personal and sick days available
• Professional development opportunities
• Opportunities to contribute to an innovative school and community that is consistently growing in the field of education
Annual Salary Range: $55,000 to $85,000
Senior School English Teacher
Sacred Heart School of Halifax
Posted: Feb. 5, 2026
Halifax, Nova Scotia, Canada
Senior School English Teacher
Full-Time Term, August 2026 – June 2027
About Sacred Heart School of Halifax
A top independent school in Atlantic Canada, and one of Nova Scotia’s only Catholic schools, Sacred Heart School of Halifax has been teaching the whole child — mind, body, and spirit — for over 176 years. Our iconic campus in the heart of Halifax offers a Diamond Model of education: co-ed in JP-Grade 6, single-gender in Grades 7-9, and co-ed in Grades 10-12. With a network of schools around the world, a rich and proud history, and a strong and unique set of core values, we offer not just an education but an experience that is unparalleled in this region. Sacred Heart School of Halifax is proudly accredited by Canadian Accredited Independent Schools (CAIS) and the Sacred Heart Commission on Goals (SHCOG). Visit us at www.shsh.ca.
About the Role
We are seeking a dynamic, innovative educator with a proven record of teaching excellence. The successful candidate will be someone who infuses students with a love of learning, enjoys working with Senior School students, and shares our School’s vision of excellence in education as embodied in the Goals and Criteria of Sacred Heart Education.
This teacher will be responsible for Junior High English (Grades 7, 8, and 9, with a focus on Grade 8). This is a term position from August 31, 2026, to June 18, 2027.
Primary Duties
Creating and maintaining an engaging learning environment for students.
Engaging in ongoing curriculum development and revision, working from the current Sacred Heart curriculum catalogues.
Planning and delivering differentiated instruction in English.
Orchestrating formative and summative assessments of student learning.
Reporting on student progress through formal report cards and proactive, ongoing informal communication with students and parents.
Leading Parent-Teacher Conferences and following up on areas that need attention.
Working in collaboration with colleagues, learning strategists, students and their families to address students’ academic, social-emotional, physical, and spiritual needs.
Engaging in ongoing professional development as directed by CAIS re-accreditation requirements, the SHCOG Action Plan, the Strategic Plan, and any area(s) of focus as articulated by the Principal.
Articulating professional goals for the current school year through the Professional Growth Plan, participating in formal/informal observations and reflections, and engaging in ongoing consultation with the Principal through to the completion of a Year-End Summary.
Attending and participating in Professional Learning Communities (PLC) work (staff, department and grade-level team meetings, etc.).
Contributing to co-curricular life through the leadership of one major or two minor student activities each academic year.
Living the Sacred Heart Goals and Criteria as a role model to students and being comfortable working in a Catholic, faith-based community.
Participating in specific Sacred Heart community-building events in support of retention and recruitment efforts.
The ideal candidate will have:
A university degree in English Language (major).
A Master’s Degree in Education is preferred.
A valid teacher’s license is preferred.
Experience with Debating is considered an asset.
Experience with Religious teaching is considered an asset.
Ability to take initiative and work independently while also valuing collaboration and teamwork.
Excellent communication and presentation skills, both verbal and written.
Ability to listen, learn, and make connections with students, parents, and colleagues.
A clear and active commitment to the educational philosophy of Sacred Heart Schools.
Interested applicants should send their résumé accompanied by a cover letter to careers@shsh.ca.
The deadline to apply is February 27, 2026. Only candidates selected for an interview will be contacted.
We offer:
We offer a competitive salary, a comprehensive benefits package including health and dental insurance, and a wonderful work environment.
We encourage applications from Indigenous People, African Nova Scotians, and other racially visible persons, persons with disabilities, and women. If you are a member of one of these equity groups, you are encouraged to self-identify in your cover letter or resume.
Conditions of Employment:
The successful candidate will be required to complete a Criminal Background Check, Vulnerable Sector Check, and Child Abuse Registry Clearance, in addition to a reference check.
Middle School Latin Teacher
Posted: Feb. 5, 2026
New York, New York, United States
The Spence School
Middle School Latin Teacher
Full-time or part-time position to begin August 2026
Overview
The Spence School seeks a dynamic scholar-practitioner to join our Modern and Classical Languages Department as a Middle School Latin Teacher. The ideal candidate will possess a deep love for Classical languages and a specialized understanding of the developmental needs of students in grades 5-8.
At Spence, we view Latin not merely as a linguistic exercise, but as a gateway to understanding history, logic, and the foundations of Western literature and civilization. This teacher will be responsible for fostering an inclusive, high-energy classroom environment where students feel empowered to take intellectual risks.
Responsibilities
Teach Introductory through Intermediate courses of Middle School Latin in grades 5-8 through both traditional and innovative pedagogies.
Collaborate in teaching teams to design curriculum, assessments, and teaching methods to ensure a seamless transition from Middle School foundations to Upper School courses.
Integrate Roman history, mythology, and daily life into the linguistic curriculum, encouraging students to draw parallels between the ancient world and modern social justice issues.
Participate in department and school-wide initiatives about issues of equity, pedagogy, and curriculum.
Serve as a Middle School Advisor (if full time), acting as the primary point of contact for a small cohort of students and their families regarding academic and social-emotional growth.
Qualifications
Demonstrates pedagogical skill and an appreciation for the science and the craft of teaching.
Finds joy in working with children and in school life.
Demonstrates cultural competency and skills engaging with and learning from people with diverse backgrounds and experiences.
Approaches work with energy, kindness, maturity, curiosity, flexibility, and a sense of humor.
Regards collaboration as an essential component of professional growth and values working on a team.
Possesses sustained teaching experience and a track record of engaging middle school-aged learners.
Has native or near native proficiency in a language other than English (preferred).
Has a Master’s degree or equivalent experience in Classics, Latin, or a related field.
Salary range: $67,675 – $148,265
Additional updates to the salary range will be provided in February.
Spence is committed to an equitable program and a diverse faculty and student body. We therefore actively seek candidates from diverse backgrounds.
Middle School Mathematics Teacher
Posted: Feb. 5, 2026
New York, New York, United States
MIDDLE SCHOOL MATHEMATICS TEACHER
Full-time position to begin August 2026
Overview
The Spence School seeks a dynamic, passionate, growth-oriented mathematics teacher to join our innovative and highly collaborative department. This position represents an exciting opportunity to join a team engaged in the ongoing refinement of a rigorous, problem-centered approach whose foundation is the abiding belief that all students can solve complex problems.
Responsibilities
Teach four sections of Middle School Mathematics
Collaborate in teaching teams to design curriculum, assessments, and teaching methods
Participate in department-wide initiatives about issues of equity, pedagogy, and curriculum
Support students weekly in the Middle School Math Lab
Serve as a Middle School advisor
Qualifications
Finds joy in working with children and in school life
Approaches work with optimism, energy, kindness, and a sense of humor
Demonstrates cultural competency and skills engaging with and learning from people with diverse backgrounds and experiences
Demonstrates pedagogical skill and an appreciation for the science and the craft of teaching
Demonstrates knowledge and love of mathematics as a discipline
Demonstrates an understanding of and commitment to problem-centered mathematics instruction
Regards collaboration as an essential component of professional growth and values working on a team
Enjoys a commitment that extends beyond the classroom, including contributions to the larger school community
Possesses a mathematics degree or equivalent experience
Has sustained experience teaching Middle School Mathematics
Salary: $67,675 – $148,675
Salary range will be updated in February.
Spence is committed to an equitable program and a diverse faculty and student body. We therefore actively seek candidates from diverse backgrounds.
Middle School Spanish Teacher
Posted: Feb. 5, 2026
Rosemont, Pennsylvania, United States
The Agnes Irwin School is seeking a full-time Middle School Spanish Teacher for the 2026-2027 academic year. Successful candidates will be committed to fostering the intellectual and personal growth of students through the mission of The Agnes Irwin School and its Core Values of Strive for Excellence, Lead with Character, Nurture Passions and Wellbeing, Foster Trust and Community, and Respect and Celebrate All.
The Ideal Candidate:
Embraces the Agnes Irwin School’s mission to empower each girl to learn, lead, and live a legacy, and is committed to the ethos of girls’ education.
Demonstrates a dedication to continuous growth and development of cross cultural awareness and the necessary skills to engage with and learn from people with diverse backgrounds and experiences.
Regards collaboration as an essential component of professional growth and values working on a team.
Is willing to engage across difference with empathy and understanding
Position Responsibilities/Duties
Teach and manage students in four sections of Spanish, which can range from intro to Spanish to Spanish II
Prepare course materials
Maintain student attendance and grade records
Evaluate, provide feedback and grade students’ work
Be available to meet with students during office hours and planning periods
Create and maintain a caring, safe environment conducive to students doing their best work
Implement current curriculum and contribute to its ongoing development
Participate in the life of the middle/upper school by serving as an advisor, club sponsor and/or coach
Participate in all staff meetings, assemblies, and other required school functions, including occasional evening or weekend events and overnight chaperoning responsibilities
Support the work of the Admissions Department during visit days and other admission and retention events
Work constructively with parents and colleagues
Inform parents, students, and Division Director of students’ progress through written reports and conferences
Attend conferences, workshops, and other professional development opportunities, and participate in the faculty evaluation process
Assume other duties as assigned
Successful Candidates Will Possess:
Bachelor’s Degree in Spanish or related field (advanced degree and previous teaching experience preferred in middle or upper school)
Native or near-native fluency in Spanish is required
Proficiency in the use of classroom technology: interactive smart boards, LMS, various Google and Microsoft Office applications, etc
Strong interpersonal, written, and verbal communication skills
Ability to work effectively in a multicultural environment and demonstrates respect for different values and viewpoints
The Agnes Irwin School does not discriminate in any term or condition of employment on the basis of race, color, religion, sex, sexual orientation, ancestry, citizenship, national origin, age, disability, veteran status, genetic information or any other characteristic or status protected by federal, state, or local law.
Middle School Science Teacher
Posted: Feb. 5, 2026
Rosemont, Pennsylvania, United States
The Agnes Irwin School is seeking a full-time Middle School Science Teacher for the 2026-2027 academic year. Successful candidates will be committed to fostering the intellectual and personal growth of students through the mission of The Agnes Irwin School and the Core Values of Strive for Excellence, Lead with Character, Foster Trust and Community, Nurture Passions and Wellbeing, and Respect and Celebrate All.
The Agnes Irwin School, an all-girls’ Pre-K through 12th grade independent school in the Philadelphia suburbs, is committed to fostering the intellectual and personal growth of girls and young women. Providing its students with a rigorous academic education, AIS is dedicated to developing each student’s highest potential in intellect, character, and physical well-being.
The Ideal Candidate
Will embrace the Agnes Irwin School’s mission to empower girls to learn, lead, and live a legacy, and is committed to the ethos of girls’ education
Demonstrates cultural competency and skills necessary to engage with and learn from people with diverse backgrounds and experiences
Demonstrates a dedication to continuous growth and development in areas of diversity, equity, inclusion, and belonging
Is willing to engage across differences with empathy and understanding
Has a strong background in science
Possesses an ability to teach scientific problem solving and the core competencies that help students develop as learners
Has the ability to add authentic context to scientific ideas in order to engage diverse groups of learners
Regards collaboration as an essential component of professional growth and values working on a team
Is willing and eager to take on significant co-curricular responsibilities outside of the classroom and finds joy in working with middle school students
Responsibilities include:
Teach and manage students in four sections of Science
Prepare course materials
Maintain student attendance and grade records
Evaluate, provide feedback and grade students’ work
Be available to meet with students during office hours and planning periods
Create and maintain a caring, safe environment conducive to students doing their best work
Implement current curriculum and contribute to its ongoing development
Participate in the life of the middle/upper school by serving as an advisor, club sponsor and/or coach
Participate in all staff meetings, assemblies, and other required school functions, including occasional evening or weekend events and overnight chaperoning responsibilities
Support the work of the Admissions Department during visit days and other admission and retention events
Work constructively with parents and colleagues
Inform parents, students, and Division Director of students’ progress through written reports and conferences
Attend conferences, workshops, and other professional development opportunities, and participate in the faculty evaluation process
Assume other duties as assigned
Qualifications:
Bachelor’s Degree in Science or related field (advanced degree and previous teaching experience preferred)
2-3 years of classroom experience teaching Science is preferred
Proficiency in the use of classroom technology: interactive smart boards, LMS, various Google and Microsoft Office applications, etc.
Strong interpersonal skills
Strong written and verbal communication skills
Ability to work effectively in a multicultural environment and respect different values and viewpoints
Physical Demands of This Job:
Adequate physical mobility, dexterity, strength, and endurance to actively supervise and lead students and be responsible for their physical safety during all school-related activities, including evacuations and other emergency response procedures
The Agnes Irwin School does not discriminate in any term or condition of employment on the basis of race, color, religion, sex, sexual orientation, ancestry, citizenship, national origin, age, disability, veteran status, genetic information or any other characteristic or status protected by federal, state, or local law.
Middle School Theater Long Term Substitute
Posted: Feb. 5, 2026
Rosemont, Pennsylvania, United States
The Agnes Irwin School is seeking a full-time Middle School Theater Long Term Substitute for May 2026 through the Fall of 2026. Successful candidates will be committed to fostering the intellectual and personal growth of students through the mission of The Agnes Irwin School and its Core Values of Strive for Excellence, Lead with Character, Nurture Passions and Wellbeing, Foster Trust and Community, and Respect and Celebrate All.
The Ideal Candidate:
Embraces the Agnes Irwin School’s mission to empower each girl to learn, lead, and live a legacy, and is committed to the ethos of girls’ education.
Demonstrates a dedication to continuous growth and development of cross cultural awareness and the necessary skills to engage with and learn from people with diverse backgrounds and experiences.
Regards collaboration as an essential component of professional growth and values working on a team.
Is willing to engage across difference with empathy and understanding
Position Responsibilities/Duties
Teach and manage theater classes to 5th, 6th and 8 grades and public speaking to 7th grade students
Prepare course materials
Maintain student attendance and grade records
Evaluate, provide feedback and grade students’ work
Be available to meet with students during office hours and planning periods
Create and maintain a caring, safe environment conducive to students doing their best work
Work with with the middle school music and visual art teachers to co-produce collaborative performance opportunities (Medieval Day and 5th Grade Musical)
Encourage creative exploration and risk taking
Build ensemble in the classroom through collaborative exercises and games
Ensure classroom practices and curriculum align with the philosophy of the visual and performing arts department
Implement current curriculum and contribute to its ongoing development
Participate in the life of the middle/upper school by serving as an advisor, club sponsor and/or coach
Participate in all staff meetings, assemblies, and other required school functions, including occasional evening or weekend events and overnight chaperoning responsibilities
Support the work of the Admissions Department during visit days and other admission and retention events
Work constructively with parents and colleagues
Inform parents, students, and Division Director of students’ progress through written reports and conferences
Attend conferences, workshops, and other professional development opportunities, and participate in the faculty evaluation process
Assume other duties as assigned
Qualifications
Bachelor’s Degree in theater arts or performance (advanced degree and previous teaching experience preferred)
2-3 years of teaching theater or drama preferred
Proficiency in the use of classroom technology: interactive smart boards, LMS, various Google and Microsoft Office applications, etc.
Strong interpersonal skills
Strong written and verbal communication skills
Ability to work effectively in a multicultural environment and respect different values and viewpoints
The Agnes Irwin School does not discriminate in any term or condition of employment on the basis of race, color, religion, sex, sexual orientation, ancestry, citizenship, national origin, age, disability, veteran status, genetic information or any other characteristic or status protected by federal, state, or local law.
Primary Teacher Year 6
Posted: Feb. 5, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Temporary Full-Time (covering staff leave)
Commencement date: 23 March 2026
End date: 4 December 2026
The successful candidate will:
– support the Catholic Dominican Mission of the College and promote the prayer life of the College
– be a collaborative practitioner who can work with a range of teams
– be an exemplary and creative classroom teacher with demonstrated understanding of contemporary pedagogy
– demonstrate an understanding of innovative, contemporary education practices that are student-centred, technology-rich and differentiated
– have demonstrated adaptive and integrated use of technology in the primary years
– possess excellent communication and problem solving skills
– demonstrate highly developed interpersonal skills and ability to work collaboratively
– have strong organisational skills
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience and a detailed Curriculum Vitae must be submitted with the names and contact details of three referees.
For further information please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Ann McGovern, Deputy Principal – Staff on (02) 9745 7025.
Applications close: 4:00pm Friday 20 February 2026.
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
Primary Teacher
Posted: Feb. 5, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Temporary Full-Time (Term 2 -Term 4 2026)
Commencement date: 20 April 2026
End date: 4 December 2026
The successful candidate will:
– support the Catholic Dominican Mission of the College and promote the prayer life of the College
– be a collaborative practitioner who can work with a range of teams
– be an exemplary and creative classroom teacher with demonstrated understanding of contemporary pedagogy
– demonstrate an understanding of innovative, contemporary education practices that are student-centred, technology-rich and differentiated
– have demonstrated adaptive and integrated use of technology in the primary years
– possess excellent communication and problem solving skills
– demonstrate highly developed interpersonal skills and ability to work collaboratively in a high performance team
– have strong organisational skills
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience and a detailed Curriculum Vitae must be submitted with the names and contact details of three referees.
For further information please go to our College Website https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/ or contact Ann McGovern, Deputy Principal – Staff on (02) 9745 7025.
Applications close: 4:00pm Friday 20 February 2026.
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
Middle School Innovation Lab Faculty
Posted: Feb. 5, 2026
New Orleans, Louisiana, United States
Academy of the Sacred Heart in New Orleans, founded in 1867, is an independent, Catholic, college-prep institution for girls offering 17 years of instruction for toddlers through twelfth grade. Academy of the Sacred Heart is a Network of Sacred Heart school sponsored by the Religious of the Sacred Heart (RSCJ).
Job Description
The candidate as a Middle School faculty member is directly accountable to the Middle School Division Head. S(he) works with the Division Head, Dean of Students, faculty, students and parents to ensure that the spirit and the life of the school reflect the Goals and Criteria of Sacred Heart education. S(he):
● Understands, embraces and implements the school’s mission and philosophy as written in the Goals and Criteria; participates in the Christ-centered life of the school; and models the school’s philosophy in working with students, parents, colleagues and administration.
● Works with the Division Head to execute responsibilities relating to the academic program: curriculum development and implementation, classroom design, classroom management, student evaluation, progress reports and parent communication.
● Works with the counselors and learning specialists to aid students in achieving the maximum development and growth, both within and beyond the classroom, achieved through observation of students’ behavior and needs, consultation with the counselors and referrals, when indicated.
● Actively supervises as well as interacts with students while on the play yard.
● Plans and maintains a safe, clean learning environment and in assuring the well-being and safety of the children in his/her care.
● Maintains a cooperative attitude of working together with the Division Head, colleagues, volunteers and parents in planning and implementing activities.
● Attends and participates in the following: chapels, liturgical functions, retreats,
faculty/department/in-service meetings, grade level meetings, assemblies, parent assemblies,conferences and other school functions, as requested.
● Maintains professional currency by yearly participation in the professional development program (which includes opportunities for attendance at conferences, workshops and educational meetings, and for advanced degree coursework) and by regular reading of educational journals discipline-related materials, and social-emotional best practices
● Leads activities that build relationships in weekly advisory groups
● Agrees to fulfill the terms of the contract of employment.
Primary Responsibilities
● Fosters and facilitates the social, emotional, and intellectual growth of all students and advisees
● Instructs students and faculty in innovative and engaging ways
4521 St. Charles Ave., New Orleans, LA 70115 | Phone: 504.891.1943 | ashrosary.org
● Works collaboratively with faculty in all divisions to integrate Innovation Lab into subject areas
● Applies best practices in assigned teaching field
● Remains knowledgeable of best practices in maker’s spaces
● Remains up to date with technology and machinery in Innovation Lab
● Maintains safety protocols in Innovation Lab
● Maintains equipment and materials in Innovation Lab and maker’s space
● Collects, analyzes, and shares information regarding student progress and goals for growth
● Attends faculty meeting and Professional Learning Community sessions, pursues
opportunities for professional development, and contributes to committees on campus
● Assists with additional duties as needed, Parent Night, Admission Tours, School Visits, etc.
● Models ethical and professional behavior including compliance with the school’s technology
and social media policy
Preferred Qualifications
● Bachelor’s degree in content area or Elementary/Middle Education
● Master’s Degree preferred
● At least three years of teaching experience in an early childhood program
Application Process
Applicants should submit a cover letter, current resume and references on ashrosary.org/careers
1. Cover letter indicating why they are particularly interested in and qualified for the position.
2. Current résumé.
3. Names, addresses and telephone numbers of three references. (We will obtain permission
from candidates before contacting references.)
Academy of the Sacred Heart is an equal opportunity employer. The goal of the Academy of the Sacred Heart is to hire and motivate an outstanding and diverse faculty and staff who work together harmoniously toward the common mission.
Upper School French Teacher
Posted: Feb. 5, 2026
Monterey, California, United States
The full-time French teacher is responsible for teaching five sections of French at varying levels as assigned; grade-appropriate curriculum planning and instruction; for innovation, creativity, integration between disciplines, and integration of technology use throughout the program; for serving as an advisor to a group of students; and for being an engaging and supportive faculty member of our boarding environment. Working under the guidance of the chair of the world languages department and reporting to the Head of Upper School, the French teacher will join a department that works closely together and values collegiality.
Mathematics Teacher
Mayfield Senior School of the Holy Child Jesus
Posted: Feb. 4, 2026
Pasadena, California, United States
Mayfield Senior School of the Holy Child Jesus, Pasadena, California
Mayfield Senior School, an independent Catholic girls’ high school, seeks a mission-driven, dynamic, and student-centered Mathematics Teacher for the 2026-2027 school year.
Position Overview
The ideal candidate is an experienced mathematics educator with strong content knowledge, pedagogical expertise, and a deep understanding of how girls learn best. This teacher will inspire curiosity, confidence, and critical thinking while fostering a classroom community rooted in respect, collaboration, and intellectual engagement.
Typical responsibilities include teaching four or five sections of mathematics along with other duties as assigned.
Successful candidates will demonstrate:
Content and pedagogical expertise
Positivity and enthusiasm for all aspects of school life
Warmth, patience, persistence, and a good sense of humor
Excellent communication and interpersonal skills
Key Responsibilities
Model and promote the mission, values, and Holy Child charism of the school
Design and deliver engaging, rigorous math curricula for high school students
Employ diverse instructional strategies to support a range of learners
Create a safe, inclusive, and supportive classroom environment
Encourage collaborative problem-solving and effective student communication
Integrate educational technology and innovative practices into instruction
Develop and use varied assessment tools to monitor student progress and provide timely feedback
Respond thoughtfully to individual learning needs with a student-centered approach
Collaborate with colleagues on curriculum alignment and instructional practices
Participate fully in school life, including advisory, faculty meetings, grade-level initiatives, and student programs
Engage in ongoing professional development to advance inclusive and effective teaching practices
Teach a variety of mathematics courses, which may include Algebra I, Geometry, Algebra II, Trigonometry, Precalculus, Calculus, and Statistics
Qualifications/Requirements
Bachelor’s degree in mathematics or a related field required; master’s degree preferred
Minimum of 5 years teaching experience (independent school and/or girls’ school experience preferred)
Ability to build collaborative relationships with students, colleagues, administrators, and families
Commitment to the mission and core values of a Holy Child school
Demonstrated dedication to diversity, equity, inclusion, and belonging in education
Experience with differentiated instruction for diverse learners
Strong classroom management skills emphasizing engagement and positive reinforcement
Proficiency with educational technology and digital learning tools
Salary & Benefits
Annual salary range: $64,100 – $82,500, commensurate with experience and qualifications, aligned with Mayfield’s salary scale
Application Process
Interested candidates should submit:
Cover letter
Resume
Statement of educational philosophy
Three professional references
Please send materials to: Denise Cruz Magallanes, Human Resources Manager, HR@mayfieldsenior.org
Equal Employment Opportunity
Mayfield Senior School is an equal opportunity employer and does not discriminate based on race, color, ancestry, national origin, citizenship, religion, sex, gender, gender identity or expression, sexual orientation, marital status, age, disability, medical condition, genetic information, military or veteran status, or any other characteristic protected by law.
Director of Mission and Community Engagement
Our Lady of Mercy School for Young Women
Posted: Feb. 4, 2026
Rochester, New York, United States
Job Description
Reports to: Principal
Status: Full Time (11 months)
The Director of Mission & Community Engagement will join a collegial leadership team
dedicated to advancing the school’s mission and sustaining a welcoming culture. The
Director will advance the Mercy charism of the school; strengthen a culture of dignity,
equity, inclusion, and belonging; and foster meaningful partnerships among students,
families, faculty, alumnae, and the broader community. This position offers the
opportunity to shape student formation and school culture in alignment with the values
and educational vision of the Sisters of Mercy.
The Director of Mission & Community Engagement at Our Lady of Mercy School for
Young Women will play a pivotal role in ensuring the full realization of the school’s
mission and culture, as a ministry of the Sisters of Mercy. The Director of Mission &
Community Engagement works in partnership with the Instructional Leadership team,
Campus Ministry, President, and all school constituencies to strategically advance a
culture rooted in equity, diversity, inclusion and the Critical Concerns of the Sisters of
Mercy. The Director is expected to demonstrate the Mercy charisms and acts as a role
model of world class learning; promote the Mercy values, charisms, and critical
concerns in all aspects of work; and ensure the mission of Our Lady of Mercy School for
Young Women is upheld in all interactions within the Mercy community.
Essential Duties & Responsibilities
Mission Integration:
Deeply understand and embody the mission, values, and traditions of Our Lady of
Mercy School for Young Women
Develop strategies to infuse the school’s mission into all aspects of academic, cocurricular, and community life; lead initiatives to ensure alignment between the
mission and daily practices within the school
Promote and foster a culture committed to diversity, equity, inclusion, and
belonging and ensure policies and procedures align with the school’s mission, equity
statement, and strategic plan
Develop and deliver training and resources to support students, parents/guardians,
faculty, staff, administration, alumnae, trustees, and the community-at-large to
address systemic barriers and promote a culture of equity and inclusivity
Participate in candidate interviews and selection processes, ensuring alignment with
the school’s mission and commitment to diversity, equity, inclusion and belonging
Establish tools and processes to assess how effectively the school’s programs,
policies, and culture reflect the Mercy mission and identify opportunities for
continued growth
Student Support and Community Engagement:
Serve as a visible and accessible advocate for people, culture, and equity within the
school community
Facilitate dialogue and collaboration among diverse stakeholders to promote
understanding and respect for different perspectives by facilitating forums and
outreach events
Establish partnerships with external organizations and resources to enhance
community engagement effort
Implement initiatives to promote a sense of belonging and inclusivity among
students from diverse backgrounds
Serve as a resource for students seeking support or guidance related to issues of
identity, belonging, or inclusion
Oversee the creation of safe spaces and affinity-based programming and services
reflective of the school’s Critical Concerns and Core Values
Collaborate with the Communications team to highlight mission-driven stories that
demonstrate how Mercy values come alive across campus life and the broader
community
Collaborate with the Director of Campus Ministry and Instructional Coach to design
and lead mission-centered orientation and professional development for new and
current employees to ensure all members understand and embody the Mercy
mission in their roles
Other duties as assigned
Professional Qualifications
Master’s degree in education, leadership, theology, social justice, or a related field
(preferred)
Minimum of 5 years of experience in education, with a demonstrated commitment
to mission-driven leadership and diversity, equity, inclusion, and belonging
initiatives
Understanding of the Core Values and Critical Concerns of Mercy, as well as other
faith traditions with the ability to integrate these beliefs into a diverse and inclusive
educational environment
Strong interpersonal skills and the ability to build relationships across diverse
constituencies
Experience facilitating training and workshops
Excellent communication skills, both verbal and written
Commitment to ongoing personal and professional development in areas related to
mission, diversity, equity, inclusion, and belonging
Pay Range: $64,000-$73,000; annually. (Pay information will vary depending upon
relevant experience for the position)
Advancement Coordinator
Posted: Feb. 2, 2026
New York, New York, United States
The Advancement Coordinator will work closely with the Advancement Director to ensure the success of CCC’s annual advancement efforts, which raise over $2.5 million annually from individuals, institutions, and events.
This is an ideal position for someone interested in learning about the various facets of nonprofit fundraising and wants to be part of an impactful and essential organization during an exciting time of growth.
KEY RESPONSIBILITIES
FUNDRAISING
● In collaboration with the Advancement Director, develop and drive a master plan and calendar for all yearly giving activities.
● Manage a portfolio of monthly and annual fund donors (under $1K) by cultivating and maintaining positive and ongoing relationships that lead to renewed and increased giving.
● Under the leadership of the Advancement Director, support three annual appeal mailings each school year and oversee mailing processes.
● Provide administrative support to the Director of Advancement and Executive Director in individual and institutional prospect research, donor tracking and lists, information management, and external reporting.
DATABASE & GIFT PROCESSING
● Maintain the Advancement database to ensure accurate, updated, and relevant constituent giving and contact information.
● Maintain accurate financial records by processing and acknowledging gifts and collaborate with the Finance Department on reporting.
● Regularly produce reports and lists using the donor database for fundraising and communication purposes.
● Serve as the Department’s expert on its database and develop and implement plans and procedures to improve its efficiency and integrity.
EVENT PLANNING
● Support the coordination and planning of all CCC events, including the annual spring benefit, community programs, and other cultivation and stewardship events, from initial planning to day-of support onsite.
● Manage guest lists, name tags, communication lists, and other administrative tasks for additional smaller events throughout the year.
GRANT WRITING
● In partnership with the Advancement Director, help to create compelling, well-researched, well-written and well-documented grant proposals and reports to ~25 philanthropic institutions, as well as researching and tracking funders and potential funders.
COMMUNICATIONS
● In coordination with the Advancement Director, execute the department’s communications plan, which includes fundraising and event-related social media posts, the annual report, website updates, and email blasts.
OTHER RESPONSIBILITIES
● Support the management of volunteer opportunities, including the organization’s Junior Advisory Board and future Alumnae Association.
● Participate in Professional Development days, school activities, and the life of the organization.
● Other duties as assigned.
PROFESSIONAL QUALIFICATIONS AND PERSONAL QUALITIES
Educational Experience
● A bachelor’s degree or comparable work experience is required.
● Experience in nonprofit fundraising, communications, and/or marketing, or equivalent experience, and a desire to learn about and grow within this field.
● Demonstrated experience with data analysis and database management.
● Experience providing a high degree of customer service.
● Proven success in managing and maintaining collegial and professional relationships.
Technical Competencies
● Experience with DonorPerfect or another comparable CRM database.
● Strong proficiency in Microsoft Excel and/or Google Sheets.
● Proficiency in G-Suite, PowerPoint, and social media platforms including Instagram, Facebook, and LinkedIn.
Typical Hours
This is a full-time, in-person position, Monday-Friday from 8:00 a.m. to 4:00 p.m., with some evening and weekend work needed throughout the year.
Appropriate accommodations for individuals with disabilities are available upon request.
Salary and Benefits
The salary range for this position is $53,000 to $65,000, commensurate with experience. This position offers comprehensive and competitive benefits, including health insurance, retirement plans, ample vacation, and summer hours.
Interested candidates should send a cover letter and resume to Catherine Morrison-Garcia, Advancement Director, at cmorrison@connellycenter.org.
Lower School Second Grade Teacher (2026-2027 SY)
Posted: Feb. 2, 2026
Dallas, Texas, United States
Position Description (What you will do):
The successful candidate will be a joyful, creative, experienced educator who is able and ready to commit to the ideals expressed in the Hockaday Tenets of Faculty Excellence. In addition to teaching language arts, math, and social studies to 16 second grade students, the teacher will also serve as a homeroom teacher. As a homeroom teacher, s/he will lead morning meetings, perform assigned duties including recess, lunch, and carpool duties, and lead parent teacher conferences. The teacher works closely with two other Second Grade homeroom teachers. Genuine appreciation of and respect for young children, knowledge of the milestones of their development, and the ability to work effectively with parents are essential. In addition, the position requires energy, enthusiasm, flexibility, patience, a sense of humor, and the ability to team and collaborate with colleagues both in the Lower School and in the School as a whole. The teacher will have ongoing opportunities for professional development.
Qualified candidates will possess a mastery of subject, pedagogical versatility, and commitment to students. Passionate about elementary education, they model the joy of learning, and they embrace professional development opportunities as they seek the best for those students and for themselves. A successful candidate will value a classroom culture rooted in the Hockaday Lower School Outcomes of wonder, agency, collaboration, and resilience.
You’re excited about this opportunity because you’ll….
Teach language arts, math, and social studies daily to a Second Grade class
Serve as a homeroom teacher
Develop and execute engaging lesson plans creating an environment which allows students to think critically and independently
Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students
Partner closely with colleagues to align curriculum, share insights, and design engaging lessons through team meetings, division meetings, and department meetings
Engage families with warmth, clarity, and a shared excitement for student growth
Contribute to the life of the Lower School including participating in all assigned duties and engaging in professional development
We’re excited about you because you have…
An undergraduate degree in elementary education or related field (Advanced degree preferred)
Teaching experience in an elementary school setting
Energy and enthusiasm for curriculum conversation and are interested in innovating with colleagues
Knowledge of Singapore-based approaches to teaching math or are excited to learn them
Experience and interest in developing innovative uses of technology in the classroom as well as comfort with its administrative use
A genuine appreciation of elementary school age children, solid knowledge of the milestones of their development, and understanding of appropriate management of classroom techniques
Commitment to being a supportive, respectful, and energetic colleague and mentor
The ability to work in a school environment through satisfactory completion of all legally required and School-required background and screening checks and verifications, including criminal and sex offender background checks.
Why you’ll love working at Hockaday.
You’ll join a mission-driven, joyful community that believes deeply in the limitless potential of girls.
We are a community grounded in the Hockaday Cornerstones—Character, Courtesy, Scholarship, and Athletics—and you’ll bring these values to life in your daily work.
We are energized by meaningful challenges, embrace a growth mindset, and seek creative solutions that positively impact our students.
We honor our rich traditions while embracing innovation across all areas of the School.
We value diverse perspectives and cultivate an environment where every voice is respected and every community member feels they belong.
We work collaboratively, support one another, and take pride in the strong professional relationships that define our community.
We offer competitive compensation and insurance packages, including medical, dental, vision, life insurance, and long-term disability benefits.
Lunch is provided daily during the school year.
We value professional development and offer extensive opportunities for you to grow, including networking with colleagues, conducting research with college professors, and even traveling the world!
In this role, you will….
Serve as an example to colleagues in manners of classroom management, teaching methods, and school procedures
Participate in all requisite School trainings prior to the start of the school and throughout the School year
Attend required staff development and training sessions throughout the year
Attend periodic in-service meetings
Acknowledge receipt of the current Employee Handbook and are responsible for reviewing the contents and abiding by rules, policies and procedures stated in the Handbook or otherwise by the School
Abide by Hockaday’s Code of Ethics and Conduct
Commit to the ideals expressed in Hockaday’s Tenets of Faculty Excellence
Physical Requirements and Work Environment:
Regularly works in standard office or classroom conditions and climate
Regularly uses close and distance vision, including working at a computer screen for extended periods of time; ability to observe students from various distances
Frequently required to move around the office/classroom; works at a desk for extended periods of time
Ability to occasionally move items weighing up to 30lbs. across the campus/classroom/office
Ability to periodically support before and after-school or weekend events
Ability to maintain appropriate boundaries with students, fellow staff and community members
About The Hockaday School:
The Hockaday School is an independent, college preparatory school for girls of strong potential and diverse backgrounds who may be expected to assume positions of responsibility and leadership in a rapidly changing world. With an enrollment of more than 1,100 students, The Hockaday School is the nation’s largest prekindergarten through grade 12 independent girls’ school. Ranked among the country’s finest college preparatory schools, it was founded over a century ago and continues today to build on its original Four Cornerstones: Character, Courtesy, Scholarship, and Athletics.
Hockaday’s faculty are recognized as experienced leaders in their field and students in every grade benefit from outstanding faculty and access to unmatched resources. Families who choose Hockaday care deeply about providing their daughters with a comprehensive and rigorous education, both inside and outside the classroom. Hockaday’s student body reflects the diversity that is deeply valued by the School.
Limitations and Disclaimer:
The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position. This job description reflects administration’s assignment of essential functions; and nothing in this herein restricts administration’s right to assign or reassign duties and responsibilities to this job at any time.
All job requirements are subject to possible modification to reasonably accommodate individuals with disabilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position. Employees will be required to follow any other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws.
Requirements are representative of minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the employee must possess the abilities or aptitudes to perform each duty proficiently. Continued employment remains on an “at-will” basis.
The Hockaday School is an equal opportunity employer. It is our policy not to discriminate, and to comply with all applicable state and federal laws prohibiting discrimination in employment based on race, color, sex, sexual orientation, creed, religion, national origin, ethnicity, age, disability, veteran status, or other applicable protected classification.
Teacher of Mathematics
Posted: Feb. 2, 2026
High Wycombe, Buckinghamshire, United Kingdom
Are you a dedicated Mathematics teacher looking to work at world class independent school with plenty of benefits?
We are looking for an experienced and inspiring Mathematics teacher who is keen to demonstrate outstanding standards of teaching and learning, with a passionate, enthusiastic and dynamic attitude.
This essential subject is taught to a high level in all year groups with the opportunity to continue at A level and, for top Mathematicians, to enjoy the challenge of Further Mathematics. Pupils develop the ability to think logically, solve problems and work collaboratively with their peers. The Department consists of highly qualified teachers covering a full range of specialist mathematical areas including statistics, mechanics and pure mathematics.
Wycombe Abbey is a world-class full-boarding school for girls, located on a beautiful site in the centre of High Wycombe. With its distinctive heritage, magnificent 170-acre campus and impressive resources, the School provides an outstanding education for 650 pupils aged 11-18.
We have been at the forefront of girls’ boarding education for over 125 years. Superb academic outcomes are the School’s hallmark and pupils regularly secure places at the most prestigious universities across the globe. Known for its world-class education, Wycombe Abbey encourages curiosity, innovation, leadership and delight in learning among its pupils.
The School benefits from easy access to London (24 minutes to Marylebone), the Chiltern Hills and attractive towns such as Marlow, Henley-on-Thames and Beaconsfield. Heathrow is also just 20 miles away plus good transport links to other London airports.
Wycombe Abbey has its own salary scale which compares favourably with other independent schools and is well above that of the maintained sector.
Benefits of working at Wycombe Abbey include:
Enrolment in the School’s generous pension scheme.
Fee school remission at Wycombe Abbey and selected prep schools.
Generous CPD training and development scheme.
Free parking.
Free meals.
Free use of the Sports Centre.
Free eye tests.
Access to the Employee Assistance Programme.
How to apply: Please see the job profile document for full information about this role. To apply, please complete an application form and submit this, together with a covering letter, to the Headmistress, Mrs J Duncan, by selecting “Apply for this job”. Should you have any questions then please do not hesitate to contact the HR Team on 01494 895575 or hr@wycombeabbey.com .
Closing date for applications: 10 February 2026
Interview date: 25 February 2026
We reserve the right to appoint to this position before the closing date, should we receive a high volume of suitable early applications.
Wycombe Abbey is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful applicant will be subject to an enhanced DBS check. It is an offence to apply for this role if you are barred from engaging in regulated activity with children.
This post is exempt from the Rehabilitation of Offenders Act 1974 and therefore all applicants are required to declare:- All unspent convictions and conditional cautions.- All spent convictions and adult cautions that are not protected as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2020).
Further information regarding filtered convictions, please refer to Filtering Guidance by the Ministry of Justice and Nacro Guidance.
We are an equal opportunities employer. Registered Charity No. 310638.
Teacher of PE (Maternity Cover)
Posted: Feb. 2, 2026
High Wycombe, Buckinghamshire, United Kingdom
If you are an outstanding PE teacher who is passionate about Sports and looking for a full-time maternity cover contract, we would love to hear from you!
We are seeking to appoint a well-qualified, enthusiastic Teacher of PE with experience in one or more of the School’s major sports; Lacrosse, Swimming, Athletics, Cricket, Tennis or Squash. A specialism in Lacrosse is desirable.
Wycombe Abbey enjoys exceptional sporting facilities including a 6 lane 25m swimming pool, a state-of-the-art sports centre, 5 lacrosse pitches, a large floodlit Astroturf pitch, nine netball hard courts and twelve tennis hard courts. This is a great opportunity to join a friendly team of teachers at a world class boarding school.
Wycombe Abbey has its own salary scale which compares favourably with other independent schools and is well above that of the maintained sector.
Benefits of working at Wycombe Abbey include:
• Enrolment in the School’s generous pension scheme.
• Fee school remission at Wycombe Abbey and selected prep schools.
• Generous CPD training and development scheme.
• Free parking.
• Free meals.
• Free use of the Sports Centre.
• Free eye tests.
• Access to the Employee Assistance Programme.
How to apply: Please see the job profile document for full information about this role. To apply, please complete an application form and submit this, together with a covering letter, to the Headmistress, Mrs J Duncan, by selecting “Apply for this job”. Should you have any questions then please do not hesitate to contact the HR Team on 01494 895575 or hr@wycombeabbey.com .
Closing date for applications: 22 February 2026
Interview date: 4 March 2026
We reserve the right to appoint to this position before the closing date, should we receive a high volume of suitable early applications.
Wycombe Abbey is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful applicant will be subject to an enhanced DBS check. It is an offence to apply for this role if you are barred from engaging in regulated activity with children.
This post is exempt from the Rehabilitation of Offenders Act 1974 and therefore all applicants are required to declare:
– All unspent convictions and conditional cautions.
– All spent convictions and adult cautions that are not protected as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2020).
Further information regarding filtered convictions, please refer to Filtering Guidance by the Ministry of Justice and Nacro Guidance.
We are an equal opportunities employer. Registered Charity No. 310638.
Wycombe Abbey is a Disability Confident Committed Employer.
Assistant Director of Sport (Curriculum) (Maternity Cover)
Posted: Feb. 2, 2026
High Wycombe, Buckinghamshire, United Kingdom
If you are looking for your next challenge in Sports education, our world class school is seeking to appoint an Assistant Director of Sport (Curriculum) on a full time, maternity cover contract.
The successful, dynamic, and energetic candidate will work closely with the Director of Sport in order to promote the subject and support the framework within which pupils can enjoy an active pursuit of Physical Education at all levels in a variety of forms. The postholder will have responsibility for either Academic PE or Active Wellbeing, depending on skills and experience.
Wycombe Abbey enjoys exceptional sporting facilities including a 6 lane 25m swimming pool, a state-of-the-art sports centre, 5 lacrosse pitches, a large floodlit Astroturf pitch, nine netball hard courts and twelve tennis hard courts. This is a great opportunity to join a friendly team of teachers at a world class boarding school.
Wycombe Abbey has its own salary scale which compares favourably with other independent schools and is well above that of the maintained sector.
Benefits of working at Wycombe Abbey include:
• Enrolment in the School’s generous pension scheme.
• Fee school remission at Wycombe Abbey and selected prep schools.
• Generous CPD training and development scheme.
• Free parking.
• Free meals.
• Free use of the Sports Centre.
• Free eye tests.
• Access to the Employee Assistance Programme.
How to apply: Please see the job profile document for full information about this role. To apply, please complete an application form and submit this, together with a covering letter, to the Headmistress, Mrs J Duncan, by selecting “Apply for this job”. Should you have any questions then please do not hesitate to contact the HR Team on 01494 895575 or hr@wycombeabbey.com.
Closing date for applications: 11 February 2026
Interview date: 23 February 2026
We reserve the right to appoint to this position before the closing date, should we receive a high volume of suitable early applications.
Wycombe Abbey is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful applicant will be subject to an enhanced DBS check. It is an offence to apply for this role if you are barred from engaging in regulated activity with children.
This post is exempt from the Rehabilitation of Offenders Act 1974 and therefore all applicants are required to declare:
– All unspent convictions and conditional cautions.
– All spent convictions and adult cautions that are not protected as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2020).
Further information regarding filtered convictions, please refer to Filtering Guidance by the Ministry of Justice and Nacro Guidance.
We are an equal opportunities employer. Registered Charity No. 310638.
Wycombe Abbey is a Disability Confident Committed Employer.
Head of Modern Languages
Posted: Feb. 2, 2026
High Wycombe, Buckinghamshire, United Kingdom
Are you ready to step up to the ultimate challenge to be Head of Modern Languages at the nation’s top girls’ boarding school?
This is an exciting opportunity for a strong and inspirational teacher to take on a significant leadership and management role as Head of Modern Languages. The Head of Modern Languages will have overall responsibility for leading and managing the department, ensuring that all subjects are taught in an interesting and challenging manner to realise each pupil’s potential.
The Modern Languages Department is a busy department with a vibrant mélange of native, bilingual, trilingual and fluent speakers of a vast array of languages. Multiculturalism defines this eclectic department, and a stroll through the corridors will treat your ear to snippets of conversations in a whole range of languages from Arabic to Italian to Russian and Urdu.
Wycombe Abbey has its own salary scale which compares favourably with other independent schools and is well above that of the maintained sector. The successful candidate will teach a reduced timetable to reflect the Head of Department responsibilities.
Wycombe Abbey is a world-class full-boarding school for girls, located on a beautiful site in the centre of High Wycombe. With its distinctive heritage, magnificent 170-acre campus and impressive resources, the School provides an outstanding education for 650 pupils aged 11-18.
Wycombe Abbey has been at the forefront of girls’ boarding education for over 125 years. Superb academic outcomes are the School’s hallmark and pupils regularly secure places at the most prestigious universities across the globe. Known for its world-class education, Wycombe Abbey encourages curiosity, innovation, leadership and delight in learning among its pupils.
Benefits of working at Wycombe Abbey include:
Enrolment in the School’s generous pension scheme.
Fee school remission at Wycombe Abbey and selected prep schools.
Free parking.
Free meals.
Free use of the Sports Centre.
Free eye tests.
Access to the Employee Assistance Programme.
To apply: Please see the job profile document for full information about this role. To apply, please complete an application form and submit this, together with a covering letter, to the Headmistress, Mrs J Duncan by selecting “Apply for this job”. Should you have any questions then please do not hesitate to contact the HR Team on 01494 895575 or hr@wycombeabbey.com.
Closing date for applications: 1 March 2026
Interview date: 9 March 2026
We reserve the right to appoint to this position before the closing date, should we receive a high volume of suitable early applications.
Wycombe Abbey is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful applicant will be subject to an enhanced DBS check. It is an offence to apply for this role if you are barred from engaging in regulated activity with children.
This post is exempt from the Rehabilitation of Offenders Act 1974 and therefore all applicants are required to declare:
All unspent convictions and conditional cautions.
All spent convictions and adult cautions that are not protected as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended in 2020).
Further information regarding filtered convictions, please refer to Filtering Guidance by the Ministry of Justice and Nacro Guidance.
We are an equal opportunities employer. Registered Charity No. 310638.
Wycombe Abbey is a Disability Confident Committed Employer.
Deputy Principal
Posted: Jan. 30, 2026
Toronto, Ontario, Canada
Get ready to embark on a truly rewarding career where your impact will help shape a better, brighter future!
Reporting to the Principal (Head of School) and as a key member of the Senior Leadership Team, the Deputy Principal brings visionary and strategic leadership to the Junior, Middle and Senior Schools as well as Student Support, with an emphasis on student well-being and academics. An inspiring and creative leader, the Deputy Principal’s team will include the Head of the Senior School, Head of the Middle School, Head of the Junior School, the Head of Student Support and an Assistant. With a commitment to community, inclusion and belonging, and a student-centred philosophy, the Deputy Principal will collaborate with colleagues and constituents to advance Branksome’s strategic initiatives, ensuring integration, coordination and cohesion among teams so that the student experience is enriching, seamless and holistic. In the Principal’s absence, the Deputy Principal acts on her behalf.
The ideal candidate is inspired by the Branksome Hall mission and vision and is committed to living the Branksome Hall values. They will bring progressive leadership experience in senior academic administrative roles, ideally with some earned in an independent school setting. The Deputy Principal will have exceptional communication skills and the ability to build collegial relationships with a wide range of stakeholders, including students, parents and colleagues. A high level of emotional intelligence, a values-driven leadership approach, and an ability to inspire, mentor and develop a collaborative, high-performing team will be essential. Extraordinary interpersonal skills are required, as is the ability to problem-solve and make sound decisions in a fast-paced and innovative environment. The ideal candidate will hold a graduate degree, relevant leadership training, and be eligible for certification with the Ontario College of Teachers. Knowledge of the IB and experience in girls’ education are considered assets.
Science Teacher
Posted: Jan. 30, 2026
Toronto, Ontario, Canada
St. Clement’s School is currently looking for a Teacher to join our School teaching Science at the intermediate and senior level on a full-time basis starting August 31, 2026, with an orientation day on August 27, 2026. The Teacher is passionate about making a difference in the lives of our students and is responsible for planning, preparing, and implementing best practices in teaching Science at the Intermediate/Senior level. Our ideal candidate cares deeply about issues of social justice and demonstrates a willingness to incorporate this work into their curriculum. The Teacher will participate actively in staff, department, and professional development meetings and other activities related to school life, including support of our LINCWell initiatives to implement best practices to meet the individual needs of our students.
Math Teacher (Intermediate – Middle School)
Posted: Jan. 30, 2026
Toronto, Ontario, Canada
St. Clement’s School is currently looking for a Teacher to join our School teaching Math at the intermediate level on a full-time basis starting August 31, 2026, with an orientation day on August 27, 2026. The Teacher is passionate about making a difference in the lives of our students and is responsible for planning, preparation, and teaching Math in our Middle School. Our ideal candidate cares deeply about issues of social justice and demonstrates a willingness to incorporate this work into their curriculum. The Teacher will participate actively in staff, department, and professional development meetings and other activities related to school life, including support of our LINCWell initiatives to implement best practices to meet the individual needs of our students.
English Teacher (One Year Contract)
Posted: Jan. 30, 2026
Toronto, Ontario, Canada
St. Clement’s School is currently looking for an English Teacher to join our School on a full-time, contract basis for the 2026-2027 school year. This is a one-year contract position starting August 31, 2026, with an orientation day on August 27, 2026. The English Teacher (Teacher) is passionate about making a difference in the lives of our students and is responsible for planning, preparing and implementing best practices in teaching English. Our ideal candidate cares deeply about issues of social justice and demonstrates a willingness to incorporate this work into their curriculum. The Teacher will participate actively in staff, department and professional development meetings and other activities related to school life, including support of our LINCWell initiatives to implement best practices to meet the individual needs of our students.
Lead Learning Support Specialist
Posted: Jan. 30, 2026
Houston, Texas, United States
Duration: 12-month contract – 10-month work/school year schedule-extra days
Reporting to: Director of The Student Success Center
FLSA: exempt
Schedule: Monday through Friday (evening parent programs or weekend testing events)
Hours: 7:50 am to 3:20 pm
Mission:
Rooted in the Catholic, Dominican tradition, St. Agnes Academy challenges young women through exceptional academic preparation and transformational experiences to lead with integrity, joy, and a commitment to social justice.
Job Purpose:
The Lead Learning Support Specialist works within The Student Success Center which provides a place for students with various learning differences to attain skills in study techniques, time management, organizational strategies, and goal planning, as well as providing reasonable accommodations for students to ensure their full participation in the academic programs. The Learning Support Specialist provides both individual and group instruction in building these skills
Essential Functions and Duties:
· Meet with designated students in need of academic support based on referrals from teachers, counselors, Tier Team, or the Academic Dean’s team
· Meet with any member of the student body to provide tips and strategies for strengthening executive functioning, study skills, or literacy skills.
· Collaborate with the Student Success Center team to host presentations and workshops for students and parents on executive functioning skills and support
· Determine need to meet with student based on administration, teacher, counselor, or academic services recommendation
· Maintain resources on student facing student support tile.
Chemistry Teacher
Posted: Jan. 30, 2026
Houston, Texas, United States
Chemistry Teacher
Supervisor: Academic Dean
Duration: 12 Month contract- 10-month work/school year
FLSA: Exempt
Schedule: Monday – Friday
Hours: Full-time 7:50 – 3:20
Mission: Rooted in the Catholic, Dominican tradition, St. Agnes Academy challenges young women through exceptional academic preparation and transformational experiences to lead with integrity, joy and a commitment to social justice.
Job Purpose: St. Agnes Academy teachers educate within the high school academic level. They teach, inspire, advise, critique, question and counsel to bring out the best in our Academy women.
Main Responsibilities:
-Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
-Follow the faculty expectations outlined in faculty handbook
-Manage student behavior in the classroom by establishing and enforcing rules and procedures
-Be familiar and enforce student handbook policies
-Encourage and monitor the progress of individual students and use information to adjust strategies
-Prepare required reports on students and activities
-Participate in department, school and parent meetings
-Communicate necessary information regularly to students, colleagues and parents regarding student progress and needs
-Establish and communicate clear objectives for all learning activities.
-Provide a variety of learning materials and resources for use in educational activities
-Assign and grade class work, homework, tests and assignments in a timely fashion and update systems accordingly
-Communicate and partner with parents in a timely manner
-Participate in student/faculty activities (such as retreats, lunch duty, faculty meetings, in-service activities)
-Follow school emergency procedures
-Other duties as deemed necessary by the Department Chair, Assoc. Academic Deans, Principal, Head of School
Athletic Center Receptionist
Posted: Jan. 30, 2026
Bryn Mawr, Pennsylvania, United States
Position: Athletic Center Receptionist
Founded in 1888, The Baldwin School is an all-girls college preparatory, independent day school, PreK-Grade 12, dedicated to a tradition of excellence in education. In a nurturing atmosphere that reflects socioeconomic, ethnic and religious diversity, our girls strive to develop scholarship, leadership and citizenship within a community that emphasizes intellectual rigor, ethical integrity, and independence of thought. More information is available on our website.
The Baldwin School is seeking a part-time Athletic Center Receptionist. As the face of our Athletic Center, the ideal candidate will have the ability to multitask in a busy environment while maintaining a welcoming, friendly and professional presence with students, parents, and colleagues. The Athletic Center Receptionist is expected to understand, accept, and abide by the School’s philosophy and mission statement in all their school activities and work with courtesy, tact, and diplomacy in dealing with others.
The Athletic Center Receptionist works Hours are 4:00pm-8:00pm weekdays and 9:00am-11:00am on Saturday mornings, except for school holidays.
Responsibilities:
Greet visitors and members of the Baldwin community with a positive, helpful attitude
Assist visitors and community members in finding their way around the Athletic Center
Announce visitors as necessary to the appropriate coach or athletic administrator
Help to maintain workplace security by having visitors sign in at the front desk
Knowledge of the Athletic Centers emergency action plan, including how to report an accident/incident and who to contact
Assist with a variety of administrative tasks, including copying and emailing
Answer phone calls in a professional, courteous manner and routing calls as necessary
Monitor spaces in the Athletic Center by frequently circulating the building
Knowledge of opening and closing procedures in the Athletic Center
Other duties as assigned
Required Qualifications Include::
High School degree;
Knowledge of office management systems and procedures
Proficiency in G Suite applications
Excellent communication skills
Ability to multi-task and prioritize work
Flexible and willing to learn new tasks as needed
Physical capability to lift, move and carry athletic equipment weighing up to 30 lbs.
Preferred Qualifications Include:
Experience as an Administrative Assistant
Interested candidates, please submit a cover letter, resume, and three references.
Baldwin is an equal opportunity employer, and we strongly encourage candidates of all backgrounds, genders, and abilities to apply.
For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website.
https://baldwinschool.isolvedhire.com/jobs/1695282-409023.html
Community Engagement and Events Officer
Posted: Jan. 30, 2026
Strathfield, New South Wales, Australia
Santa Sabina College is one of Australia’s leading P-12 Independent Catholic schools, employing more than 200 staff in academic and professional roles across our Strathfield and Southern Highlands campuses. The College has a reputation as a leader in holistic education with academic excellence at its core. We deliver a broad education, one that values discerning scholarship, the pursuit of excellence and one that educates the heart.
We offer co-education on our P-4 Del Monte Campus and girls only on our 5-12 Santa Sabina Campus. Our outdoor education campus, Tallong, is located on 97 hectares in the Southern Highlands. Our Early Education Centre (Mary Bailey House) and Out of School Hours (OOSH) services are located in the grounds of the Primary (Del Monte) Campus.
Position: Permanent Full-Time (Hours and weeks to be negotiated)
Commencement date : Immediate start/to be negotiated
Classification: Clerical and Administration Services Employees Level 4.1 under the Independent Schools NSW (Professional and Operational Staff) Cooperative Multi-Enterprise Agreement 2025
The successful candidate will:
Play a key role in planning, coordinating and delivering high-quality College events that bring the community together and reflect the values and professionalism of Santa Sabina College.
Build positive relationships with a wide range of stakeholders, including future and current families, alumnae, donors, Dominican Sisters and community partners, supporting engagement through events, communications and regular interaction.
– Support the work of the Advancement team through effective coordination of communications, including invitations, newsletters and information updates, and by providing administrative assistance to Enrolments and Development functions as required.
– Liaise confidently with internal teams and external providers to ensure events and communications are well planned, well resourced and delivered smoothly, including coordination with Property, Facilities and Chapel bookings.
– Represent the College professionally in dealings with external groups and College associations, and contribute to a warm, welcoming and well-connected community culture.
– Uphold and actively promote the Catholic Dominican mission and values of the College, demonstrate a strong commitment to child safety, professionalism and collegiality, and contribute to continuous improvement across the Advancement portfolio.
Please visit the College website for a full role description and further application details: https://www.ssc.nsw.edu.au/about-us/employment/
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman, outlining relevant experience, a detailed Curriculum Vitae.
For further information, please contact Yvette Graniero, Director of Community Relations on (02) 9745 7028.
Applications close: 4pm Thursday 12 February 2026
Please note interviews may take place before the closing date
The College is committed to the National Principles for Child Safe Organisations. The successful applicant will be required to have a current Working with Children Check and be committed to our Child Safeguarding Policy.
Lower School Learning Specialist
The Nightingale Bamford School
Posted: Jan. 30, 2026
New York, New York, United States
Lower School Learning Specialist
The Nightingale Bamford School is seeking a full-time Learning Specialist for the Lower School (grades K-4). The Lower School Learning Specialist must have a strong knowledge of neurodiverse learners and support services. This role works closely with the Lower School Division Head, the Head of the Learning Resources Department, the other Lower School Learning Specialist, the Lower School counselor, classroom teachers, parents, and outside professionals. The Learning Specialist supports lower school students with reading, writing, math, and learning strategies; provides individual and group instruction as appropriate; and serves as a resource for faculty. The Learning Specialist works closely with students, teachers, and parents to develop learning strategies tailored to each student’s learning style to support their academic progress.
RESPONSIBILITIES:
Assist teachers in addressing students’ varying learning needs and supporting their efforts to help these students see success.
Read psychoeducational evaluations and summarize key findings for teacher use.
Conduct reading assessments throughout the year
Develop and maintain individual learning profiles and support plans of students, and ensure that they are up to date and successfully implemented.
Develop and maintain communication and documentation protocols related to learning support.
Play an active role in grade team meetings.
Coordinate out-of-school tutors and specialists when possible, and assist students with learning strategies and study skills
Teach reading and writing to K-4 small groups.
Oversee students’ social and emotional development and maintain regular contact with families.
Collaborate as part of two grade-level teams to continuously improve curriculum and instruction.
Use grade-level guidelines to assess students.
Write semester progress reports and maintain contact with families through conferences, as well as by phone and email correspondence.
Proctor standardized tests in Lower School
Attend all Lower School assemblies and Lower School department meetings
PREFERRED QUALIFICATIONS:
Degree in Special Education
At least two years of experience working with elementary students with learning differences
Knowledge of PAF, The Writing Revolution, and Bridges programs
Possess significant knowledge of learning differences and intervention strategies
Strong organizational skills and attention to detail
Ability to communicate clearly and effectively, verbally and in writing
SALARY RANGE
In compliance with NYC’s Pay Transparency Act, the annual salary range for this position is $80,000–$115,000. When extending an offer, Nightingale considers factors including (but not limited to) the scope of the role, the candidate’s experience and education, key skills, internal equity, and market considerations.
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale is deeply committed to cultivating a community rooted in belonging and inclusion, the foundations of excellent teaching and learning. We expect all community members to engage thoughtfully and responsibly in this work. We welcome and encourage applications from candidates with a wide range of backgrounds and lived experiences.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to ensure equal employment opportunity without discrimination or harassment on the basis of race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity. This commitment to equal opportunity applies to and is reflected in all School activities, including, but not limited to, recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, social programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation.
Lower School Associate Teacher
The Nightingale Bamford School
Posted: Jan. 30, 2026
New York, New York, United States
Lower School Associate Teacher
School Year: 2026–2027
Division: Lower School
Reports to: Associate Division Head, Lower School
Role type: Full-time, one-year appointment (renewable for a maximum of two years)
The Opportunity
The Nightingale-Bamford School seeks Lower School Associate Teachers who are eager to grow as educators within a collaborative, reflective, and mission-driven community. This role is designed as an apprenticeship-style teaching experience, ideal for early-career educators who are deeply interested in child development and energized by working alongside experienced teachers to support joyful, rigorous learning.
Associate Teachers are essential members of the classroom and grade-level team. In partnership with homeroom teachers, associates help design and deliver instruction, support students’ academic, social, and emotional growth, and contribute to the daily life of the Lower School. Through coaching, observation, collaboration, and hands-on practice, Associate Teachers develop the skills, habits, and professional judgment necessary for a strong foundation in teaching.
Faculty at Nightingale are appointed on a one-year basis. Associates may remain in the role for up to two years, depending on performance and school needs.
Your Team
Associate Teachers work closely with homeroom teachers and grade-level teams in a highly collaborative environment. The Lower School faculty values shared responsibility, open communication, and reflective practice. You will be supported by division leaders and colleagues who are deeply invested in mentorship, professional growth, and the well-being of both students and adults.
Who You Are
You are someone who believes deeply in children and in the power of excellent teaching. You bring curiosity, humility, and a strong desire to learn into your work each day.
You likely recognize yourself in many of the following:
You are committed to Nightingale’s mission and to the school’s ongoing work around diversity, equity, inclusion, and belonging. You understand that this work is both personal and collective, and you engage in it thoughtfully and actively.
You are energized by working with children and are attentive to their academic, social, and emotional development.
You value collaboration and seek feedback, knowing that growth as an educator comes from reflection, coaching, and practice.
You take initiative, follow through on responsibilities, and approach your work with professionalism, care, and integrity.
You are organized, adaptable, and able to manage multiple responsibilities in a fast-paced school environment.
You communicate clearly and respectfully with students, colleagues, and families.
You bring warmth, flexibility, and a sense of humor to your work and value these qualities in others.
What You’ll Do
Classroom & Instructional Support (Primary)
Partner closely with homeroom teachers to create a positive, inclusive, and developmentally responsive classroom environment.
Support student learning through whole-group instruction, small-group work, and individual support.
Assist in planning, preparing, and organizing instructional materials and classroom resources.
Differentiate instruction and support a wide range of learners.
Step into a lead teaching role as needed.
Support instruction across all grade-level classes, including special subjects (e.g., computer science, music, SING, health).
Student Care & Supervision
Support students’ social and emotional growth using developmentally appropriate practices.
Assist with daily supervision, including lunch, transitions, recess, and rooftop play periods.
Foster skills such as communication, collaboration, creative thinking, ethical decision-making, and problem-solving.
Collaboration & Communication
Collaborate as a member of a grade-level teaching team to strengthen curriculum and instructional practice.
Serve as the lead associate for producing and maintaining the classroom newsletter or blog.
Participate in parent-teacher conferences and contribute to student term reports.
Professional Learning & Community Engagement
Engage fully in an apprenticeship-style professional learning model.
Attend regular meetings with Lower School faculty, division leaders, and fellow associates to reflect on practice and refine teaching skills.
Participate in weekly meetings and professional community gatherings.
Attend school events (e.g., curriculum nights, admissions events) and chaperone field trips as needed.
Other Responsibilities
Carry out additional responsibilities as assigned by the Associate Division Head in support of the Lower School program.
What You’ll Bring
A bachelor’s degree.
A minimum of two years of experience as an associate teacher in an elementary school setting or equivalent experience.
Strong written and verbal communication skills.
Demonstrated organizational skills, attention to detail, and follow-through.
The ability to problem-solve, take initiative, and prioritize effectively.
Cultural competence and the ability to work thoughtfully and respectfully across differences.
SALARY
In compliance with NYC’s Pay Transparency Act, this position’s annual salary range is $54,000 – $60,000. When extending an offer, Nightingale considers factors such as (but not limited to) the position’s scope and responsibilities, the candidate’s work experience, education/training, key skills, internal peer equity, and market and organizational considerations.
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale’s commitment to social justice and anti-racism requires that all community members engage actively and thoughtfully in work around diversity, equity, and inclusion. We encourage applications from candidates with broad and diverse backgrounds.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to ensure equal employment opportunity without discrimination or harassment on the basis of race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, pregnancy, childbirth, or related medical conditions, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity.
This commitment to equal opportunity applies to and is reflected in all School activities, including, but not limited to, recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, social programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation. The School prohibits retaliation against any employee who in good faith makes a report under this policy.
Associate Librarian
The Nightingale Bamford School
Posted: Jan. 30, 2026
New York, New York, United States
Associate Librarian
The Nightingale-Bamford School seeks an Associate Librarian for the 2026-2027 academic year. The Associate Librarian supports the daily function of the school’s two libraries: the Lower School Library and the Middle/Upper School Library. The Associate Librarian splits their time between the two Nightingale libraries, supervising students and maintaining an appropriate atmosphere for each space. The Associate Librarian supports division librarians and assists faculty, staff, and students in the full use of library services. Daily duties may include circulation of materials, shelving, helping users locate resources, and completing library-related clerical tasks. Faculty at Nightingale are extended a one-year agreement; if employment is renewed, associates are able to remain in the role for a maximum of two years.
RESPONSIBILITIES INCLUDE (but are not limited to):
Administrative
Perform circulation desk procedures, such as checking in and checking out materials, shelving books, and issuing overdue notices
Register and maintain patron records and database subscriptions
Maintain the organization of the library collection and space
Supervise students in the library
Educational/Pedagogical
Assist with library programs, displays, and outreach activities including bulletin boards, display cases, student led initiatives, and the monthly newsletter
Assist students with reference questions and readers’ advisory
Co-design/create research projects and reading programs under the guidance of divisional librarians
May be required to teach or co-teach a class.
QUALIFICATIONS:
Undergraduate degree
Enrollment in a Masters in Library and Information Science program
Experience working with K-12 students
Experience working in a library, bookstore, or educational setting
PERSONAL AND PROFESSIONAL CHARACTERISTICS
A demonstrated understanding of the mission of the School and a commitment to the core principles of diversity, equity, inclusion, and belonging
A demonstrated understanding of the mission of the Library in alignment with practices and the guidelines for materials selection and privacy
Effective communication skills, both oral and written
Strong organization and time management skills
A high level of initiative; proven ability to work independently and collaboratively
SALARY
$60,000
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale is deeply committed to cultivating a community rooted in belonging and inclusion, the foundations of excellent teaching and learning. We expect all community members to engage thoughtfully and responsibly in this work. We welcome and encourage applications from candidates with a wide range of backgrounds and lived experiences.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to ensure equal employment opportunity without discrimination or harassment on the basis of race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity. This commitment to equal opportunity applies to and is reflected in all School activities, including, but not limited to, recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, social programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation.
Associate Head of Middle School
The Nightingale Bamford School
Posted: Jan. 30, 2026
New York, New York, United States
Associate Head of Middle School
The Associate Head of Middle School (AHoMS) reports to the Head of Middle School and serves as a member of both the Middle School leadership team and the student support team. The AHoMS collaborates closely with the Head of Middle School to oversee the academic, social, and emotional progress of the 200+ students during these important years of development. The AHoMS will actively embrace and act upon the school’s commitment to creating a more inclusive teaching and learning community and will work to ensure that every student feels welcomed, heard, and appreciated.
The successful candidate will understand the developmental needs of adolescent girls and will hold students to high standards while supporting and nurturing their growth. The AHoMS should bring high energy, enthusiasm, and a sense of humor, while modeling lifelong learning and a commitment to professional growth. Ideal candidates will be confident problem solvers who are also flexible and able to see situations from multiple perspectives. The AHoMS must be comfortable engaging in challenging conversations—with students and with parents—and able to maintain appropriate boundaries while serving as a strong student advocate. Highly organized, detail-oriented, and an effective communicator, the AHoMS plays a key role in managing student activities and assisting the Head of Middle School with the implementation of longer-term divisional goals.
This is a full time, 12 month, exempt position starting on July 1, 2026.
RESPONSIBILITIES INCLUDE (but are not limited to):
Leadership & Division Management
Working closely with the Head of Middle School (HoMS) to advance the division’s vision and goals and helping to assess progress throughout the school year.
Acting as the primary point person for the division in the HoMS’s absence.
Participating in the hiring and training of new faculty and staff.
Assisting in planning faculty meetings and PA coffees.
Partnering with the registrar and scheduler to create academic schedules and duties.
Coordinating major divisional and end-of-year events in collaboration with the HoMS and class deans.
Organizing and managing grade-wide trips (with class deans) and assisting with logistics for individual class field trips.
Student Support & Community Life
Partnering with the HoMS, counseling office, school nurse, learning specialists, and deans to support the academic and social-emotional needs of Middle School students.
Collaborating with the HoMS, deans, and the Assistant Head for Community Life and Belonging to develop and implement policies and programs that support students of color.
Creating and enforcing disciplinary policies with the HoMS and responding to student conflicts using restorative and developmentally appropriate approaches.
Coordinating extracurricular programming, including logistics and communication around assemblies, clubs, and special programming.
Building, coordinating, and communicating the logistics for new student orientation with class deans.
Maintaining consistent communication with parents regarding issues related to their children.
Participating in parent education panels, coffees, and other community-facing events.
Supporting the process for students applying out to other schools.
Serving on the Middle School admissions committee.
Crafting and sending the weekly “Week Ahead” email to students with announcements and community-time updates.
Teaching, Advising & Administrative Support
Teaching one Middle School course.
Serving as an advisor and attending dean and advising team meetings.
Assisting the HoMS with proofreading and editing student progress reports and reviewing schedules.
Ensuring all Middle School classes are covered in the event of teacher absences, in collaboration with Department Chairs.
Making sure all divisional duties are appropriately assigned to Middle School faculty.
REQUIRED QUALIFICATIONS:
The ideal candidate will have:
Proven administrative and/or supervisory experience in a school setting (3–5 years preferred).
A passion for, and experience working with, Middle School students and teachers.
Core knowledge of research-based practices for effective Middle School teaching and learning, as well as a deep understanding of adolescent developmental characteristics and social-emotional needs.
The ability to identify challenges, analyze situations thoughtfully, and make sound recommendations for improvement.
Exceptional written and verbal communication skills.
A collaborative leadership style and a strong commitment to high ethical standards.
A collegial, positive, energetic, and engaging demeanor, along with a sense of humor.
An interest in, and commitment to, fully engaging in the Nightingale community.
A Master’s degree in school leadership or a related field (preferred).
PERSONAL AND PROFESSIONAL CHARACTERISTICS
A shared understanding of the mission of the School and a demonstrated commitment to the core principles of community and belonging.
Must demonstrate cultural competence and be able to understand, appreciate, and work with constituents across varied backgrounds and cultures.
Excellent attention to detail, professional attitude, good judgment, a high level of integrity, and a strong work ethic.
Exceptional interpersonal skills and an ability to work collaboratively with varied constituents.
Superb oral and written communication skills.
High level of initiative.
Appreciation of the sense of joy inherent in Middle School.
SALARY.
In compliance with NYC’s Pay Transparency Act, the annualized base salary range for this position is $175,000 – $190,000. Nightingale considers factors such as (but not limited to) scope and responsibilities of the position, the candidate’s work experience, education/training, key skills, internal peer equity, and market and organizational considerations when extending an offer.
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
ABOUT THE NIGHTINGALE-BAMFORD SCHOOL
Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses
their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale’s commitment to social justice and anti-racism requires that all community members engage actively and thoughtfully in work around community and belonging.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to ensure equal employment opportunity without discrimination or harassment on the basis of race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, pregnancy, childbirth, or related medical conditions, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity.
This commitment to equal opportunity applies to and is reflected in all School activities, including, but not limited to, recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, social programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation. The School prohibits retaliation against any employee who in good faith makes a report under this policy.
Director of Advancement
Posted: Jan. 30, 2026
Merion Station, Pennsylvania, United States
Merion Mercy Academy, an independent, Catholic, college preparatory school for girls in grades 9-12 outside Philadelphia, Pennsylvania, seeks a Director of Advancement.
Reporting to the President, the Director of Advancement provides innovative and strategic leadership in all aspects of institutional advancement. This position is responsible for designing and implementing comprehensive fundraising initiatives, overseeing donor engagement and stewardship, and managing development operations to support the school’s mission and long-term financial sustainability. The Director of Advancement serves as a key member of the administrative team, working closely with the Board of Trustees, faculty, alumnae, parents, and other stakeholders to strengthen the school’s culture of philanthropy.
Assistant Middle School Girls’ Lacrosse Coach
Posted: Jan. 30, 2026
Concord, Massachusetts, United States
Nashoba Brooks School is an independent, co-ed preschool and lower school and an all-girls middle school located in Concord, Massachusetts. Nashoba Brooks is a member of the New England Preparatory School Athletic Council (NEPSAC).
Mission
Nashoba Brooks School educates children for a life of continuous learning, accomplishment, and leadership in a diverse and changing world. The School nurtures students’ growth and character, while fostering the development of each child’s personal excellence in academics, athletics, and the arts.
Summary
Nashoba Brooks seeks candidates for the position of assistant lacrosse coach. The successful candidate will work with students in Grades 5-8. Former playing or coaching experience is required for assistant team coaches, and previous experience coaching youth sports is preferred. The coach should have an understanding of lacrosse skills, techniques, and strategies in order to coach players of varying experience levels. Additionally, the coach must be AED/CPR certified by the first practice. Spring 2026 assistant coaches will be paid at the rate of $45/day. This position reports to the athletic director.
Details
– Spring 2026 season begins on Monday, March 23, 2026 and runs through May 22, 2026.
– Practices and games are Mondays, Wednesdays, Thursdays, and Fridays (no Tuesdays) from 3:30 to 5:00 p.m.
– Nashoba Brooks School has a full-sized grass playing surface and two indoor gymnasiums; the facilities provide opportunities for indoor and outdoor training sessions as needed.
Responsibilities
– Planning and leading practices. Arrive at practice by 3:30 and stay through dismissal at 5:00. Assist in planning practices, setting up drills, and leading practices. Interact with each athlete, each practice, regardless of skill level or ability.
– Coaching Games. Responsible for the equipment, medical kit, and scorebook for each game. Positively interact with officials and opposing coaches. Create the game line-up, manage substitutions, and provide feedback and encouragement to players. Coaches will also be responsible for driving School vans to away matches.
– Communicating with all lacrosse stakeholders. Send Monday emails to the team parent list with upcoming practice and game notices and details. Communicate with the director of athletics regarding any questions, concerns, or feedback pertaining to the lacrosse program. Manage the School’s SchoolPass app for lacrosse team attendance and dismissal.
– Attend Athletic Assembly. At the conclusion of the season, prepare and deliver remarks at the all-school assembly about the season, mentioning each player within the remarks.
As an employee of Nashoba Brooks School, the assistant lacrosse coach will model integrity, professionalism, curiosity, responsibility, creativity, and respect for all persons, as well as a demonstrated commitment to advancing the School’s mission and core values of integrity, collaboration, inclusivity, empathy, and resilience.
Application
Applicants should submit a cover letter and résumé to: Scott Green, athletic director
Email: sgreen@nashobabrooks.org
www.nashobabrooks.org
Head of School
Posted: Jan. 28, 2026
Nashville, Tennessee, United States
The Harpeth Hall School has retained Resource Group 175 (RG175) to support the search for its next head of school. Interested candidates should prepare a cover letter, an updated resume, and a writing sample(s) to submit as part of their application materials. Five references are also a required component of the application process.
The application deadline is March 24, 2026, for a start date of July 1, 2027.
Please read the full position statement https://s3.amazonaws.com/rg175-public/current_searches/1768578038385507912.pdf.
Candidates are encouraged to submit their materials in a timely manner (and well before the actual application deadline) at: https://rg175.com/candidate/signup
For any questions about this exciting leadership position and to register your interest, please contact the RG175 consultants directly:
Molly King molly.king@rg175.com
Marcia Prewitt Spiller marcia.spiller@rg175.com
Coreen Ruiz Hester chester@rg175.com
Principal/Tumuaki – St Hilda’s Collegiate School
Posted: Jan. 28, 2026
Dunedin, New Zealand
St Hilda’s Collegiate School, located in the heart of Dunedin, is a thriving, vibrant State-Integrated Anglican Girls’ School with a roll of approximately 470 students, years 7 -13 (285 day, 165 boarding and 20 international students). With a modern, future-focused campus and well-established boarding residence, St Hilda’s Collegiate offers an inclusive learning environment where ākonga can thrive in their teenage years. Individual achievement and excellence in academics, culture, arts, service and sport is valued and celebrated.
With a strong commitment to our Special Character and Anglican values within a modern context, our embedded school values guide everything we do – Be You; Can Do; Better Together; Explore Faith. We value individuality, encourage critical thinking, and celebrate diversity. Fostering belonging and connection through whanaungatanga, St Hilda’s strives to ensure our ākonga leave as confident, compassionate citizens, ready to make a positive contribution to the world.
We look forward to welcoming our next Principal/Tumuaki to build on the existing strong culture and excellent reputation of St Hilda’s Collegiate School.
Our Principal/Tumuaki will be:
• Strategic, visionary with proven success in educational leadership and school-wide initiatives
• Empowering, fostering leadership growth, with high EQ
• Skilled in leading change while respecting existing strengths
• Courageous, decisive, resilient, calm under pressure
• Approachable, engaged, authentically relational, representing the school with genuine care
• An excellent communicator with strong stakeholder engagement
• Able to handle difficult conversations, valuing the student voice
• Experienced in girls’ education, understanding adolescent female development
• Able to demonstrate genuine Christian faith
• Committed to Te Tiriti o Waitangi with an understanding of Te Ao Māori and tikanga Māori
• Skilled in finance with business acumen.
Upper School Mathematics Teacher
Posted: Jan. 28, 2026
Monterey, California, United States
The full-time Mathematics Teacher is responsible for teaching five sections of math at varying levels as assigned; for grade-appropriate curriculum planning and instruction; for innovation, creativity, integration between disciplines, and integration of technology use throughout the program; for serving as an advisor to a group of students; and for being an engaging and supportive faculty member of our boarding environment. Working under the guidance of the chair of the Mathematics Department and reporting to the Head of Upper School, the Math Teacher will join a department that works closely together and values collegiality.
Santa Catalina School believes that each employee makes a significant contribution to its success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his/her services wherever and whenever necessary to ensure the success of our endeavors.
Coach – fall 2026
Posted: Jan. 28, 2026
Summit, New Jersey, United States
JV Girls Soccer Coach –
Oak Knoll School of the Holy Child in Summit, New
Jersey, seeks a JV Coach for its high school JV Soccer team. This position will
work directly with the varsity coaches to teach and develop players. The season will run
from August through November. Coaching and/or playing experience is preferred.
Head Varsity Girls Tennis Coach –
Oak Knoll School of the Holy Child in Summit, New
Jersey, seeks a Varsity Coach for its high school girls tennis team. This position will
work with the JV coach to teach and develop players. The season will run
from August to mid October. This is a Monday-Friday. Coaching and/or
playing experience is preferred.
Upper School Learning Support Specialist
Posted: Jan. 28, 2026
Toronto, Ontario, Canada
We seek an individual inspired by our mission, whose beliefs align with our core values of integrity, inquiry, compassion, and courage, and who reflects our core competencies to join our Upper School as a Learning Support Specialist – Grade 7 to 12. This is a full-time position, starting in September 2026.
Compensation & Placement Salary is determined by the Havergal Faculty Grid, ranging from $72,185 – $103,105 for early-career faculty and $103,457 – $135,699 for those with 6+ years of experience. Final placement is based on recognized teaching years, degrees, and Additional Qualifications (AQs), with levels increasing for the 2026-2027 academic year.
Why Teach with Us
Havergal College is a wonderful place to teach. We offer a highly competitive compensation package for teachers, including participation in the Ontario Teachers’ Pension Plan and support for professional development.
Why Havergal is the Place to Be
Founded in 1894 and located on a beautiful 22-acre campus in midtown Toronto, Canada, Havergal College is one of Canada’s pre-eminent independent schools for girls from Junior Kindergarten through Grade 12.
At Havergal College, we believe great schools are made up of great people. With a rich history spanning over 130 years, we are committed to offering a contemporary liberal arts education which is rooted in the Anglican tradition. Our mission is to prepare young women to make a difference. Through our outstanding academic and cocurricular programs, and a cohesive and collegial team of faculty and administration staff, we nurture a culture of capability that fosters self-confidence, leadership, critical thinking and global-mindedness within our students.
We take pride in attracting and retaining highly qualified faculty and administration staff to ensure our school remains at the forefront of educational excellence. Join us in this transformative education journey, working together to empower young women to make a positive difference in our world.
We are committed to building a diverse workforce and an inclusive workplace. We believe that an inclusive environment fosters a culture of mutual respect, creativity and innovation, collaboration and accountability. To this end, we encourage applications from all qualified candidates with diverse experiences and perspectives, including women, BIPOC (Black, Indigenous and People of Colour) peoples, LGBTQ2S+, and persons with disabilities to join our thriving team. We seek candidates committed to nurturing a community where integrity, compassion, inquiry and courage thrive.
The Position:
The Upper School (Grades 7-12) program at Havergal College is distinguished by opportunities for students to develop and learn in a diverse, stimulating and supportive environment for capable young women. Teaching facilities are well-equipped and offer bright, technology-rich environments.
Upper School teachers at Havergal College are confident in curriculum development and demonstrate an approach to teaching that reflects how girls learn. They support all learners with diverse strategies and approaches and are willing and able to use appropriate solutions to students’ learning challenges. Teachers optimize technology use to support student learning. Classes are engaging and dynamic, and teachers genuinely enjoy what they do and are approachable, available, knowledgeable, genuine, and supportive.
As members of the Upper School faculty, teachers engage in the work of the Upper School collegially and supportively. They demonstrate an understanding of the importance of parents as partners in their daughter’s education by maintaining open, collaborative relationships with them. As lifelong learners, they demonstrate a commitment to actively seeking professional development. Teachers actively participate in the life of the school beyond the classroom.
To learn more about this opportunity, the expectations, qualification requirements and How To Apply please visit our website at www.havergal.on.ca.
All qualified candidates are encouraged to express their interest no later than February 8, 2026.
This posting is for an existing vacancy. We use an AI transcription tool for note-taking during the initial telephone pre-screening. Candidate consent will be requested before the call, and refusal will not affect your application. If consent is declined, an HR member will take manual notes.
We thank all applicants in advance. Only those candidates selected for an interview will be contacted. Havergal College is an equal opportunity employer. We are committed to an inclusive, barrier-free recruitment and selection process, and work environment in accordance with the Accessibility for Ontarians with Disabilities Act (AODA). We will be happy to work with applicants requesting accommodation at any stage of the hiring process. If you require accommodations, please contact Cathy LeBlanc at 416-483-3519 ext. 6526 or by email at accessibility@havergal.on.ca.
Upper School Spanish Teacher
Ursuline Academy of Wilmington, Delaware
Posted: Jan. 26, 2026
Wilmington, Delaware, United States
Ursuline Academy is seeking a Spanish teacher for the 2026-2027 school year. The Spanish teacher position for the Upper School involves teaching all levels of Spanish, from introductory through AP. This position could also potentially work with Middle School students. The Teacher should have a desire to collaborate with colleagues and a commitment to encouraging the potential in every student to embody the tenets of the Portrait of the Graduate.
The teacher will be responsible for the overall coordination of teaching in his/her subjects, including executing well-developed lesson plans, accurate assessment of student’s progress, and participation in school functions.
The teacher will: 1) Have a strong knowledge of and familiarity with the diverse cultures of the Spanish-speaking world and infuse such knowledge into the curriculum, 2) build a solid foundation of speaking, listening, reading and writing in the target language, 3) embrace diverse learning approaches that reach a range of learners, 4) aim to use a cross-curricular, transdisciplinary approach, 5) actively seek collaborative approaches with teachers within and outside the department as well as in our global network, 6) be proactive in setting up a student-centered classroom environment that goes beyond the lecture format, and 7) utilize 21st century pedagogical approaches to instruction for a significant portion of class time.
SPECIFIC DUTIES:
Academic Environment
• Meets and instructs assigned classes in the locations and at the times designated by the teacher schedule distributed by the Principal. Creates and executes lesson plans specific to respective grade level.
• Inspires students through enthusiasm for course content and student growth.
• Prepares for assigned classes by creating robust lesson plans that align with the course curriculum designated by the Department Chair and/or School.
• Provides a detailed course syllabus.
• Develops and maintains a safe and inviting classroom environment conducive to learning.
• Aligns instruction to a standards-based unit plan/scope and sequence.
• Utilizes supplied materials/unit plans as well as supplemental materials and projects/units to enhance the student learning experience.
• Demonstrates proficiency through careful lesson planning and content expertise.
• Utilizes a variety of assessment tools to evaluate student learning, including formative and summative assessment.
• Achieves a balance between instructional and assessment time that prioritizes authentic learning.
• Continually assesses curriculum and teaching to ensure inclusiveness for ability, race, ethnicity, and socio-economic sensitivity.
• Reviews assessment data at the departmental level to inform instructional strategies. Uses data to make decisions for students requiring more advancement and/or remediation.
• Demonstrates knowledge of students’ strengths, challenges, and learning styles.
• Performs other duties as assigned.
School Community
• Attends 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 required.
• Demonstrates support of students through attendance at social and extracurricular events across divisions.
• Serves as a positive ambassador for Ursuline Academy in the community.
• Demonstrates a willingness to serve the school community with time and talents in activities outside of the classroom.
• Assists in upholding and supporting school rules.
Communication
• Maintains an updated course page and accurate, up-to-date student records.
• Posts major assignments/assessments on the Test Calendar at least 1 week prior to due date.
• Writes specific, individual, and constructive comments on report cards/progress reports.
• Actively communicates with students and families within 24 hours when students’ performance is of concern.
• Responds to any parent communication within 1 business day and documents phone communication with follow-up email.
• Posts grades to online gradebook in a timely manner.
Professionalism
• Exhibits expertise in curricular area(s) by remaining up-to-date on research and trends, attending professional development opportunities, when needed.
• Models professional qualities of discretion, confidentiality, and respect through interpersonal relationships with colleagues, students, and families.
• Responds to observational feedback and incorporates strategies and skills from professional development into instruction.
• Performs duties as assigned including car line, cafeteria monitoring, library coverage, etc. as required by the Principal.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Attends and actively participates in all meetings and in-service days.
Alignment with Mission, Core Values and Portrait of an Ursuline Educator
• Actively upholds the school policies and procedures detailed in the Employee Handbook and Faculty Handbook.
• Attends school liturgies, prayer services, retreats, and other mission-directed events or activities, as planned.
• Actively monitors and ensures student adherence to Student Handbook policies and procedures.
• Models desired behaviors for students both in and out of the classroom, including maintaining standards of classroom and school behaviors.
• Enthusiastically engages in professional development activities designed to support professional growth.
QUALIFICATIONS:
• Bachelor’s degree in Spanish, Education, or related field; Master’s degree and Certification preferred.
• Completion of student teaching required; 2-4 years of experience preferred. Experience teaching at the middle and high school levels preferred.
• Demonstrated understanding of educational technology integration in the classroom.
• Demonstrated understanding of effective teaching strategies for different learning styles and aptitudes.
• Strong interpersonal and communication skills, including presentation, listening and observational skills.
• Excellent organizational, prioritization, and time management skills including the ability to plan and manage projects.
• Strong analytical and problem-solving skills.
• Ability to work effectively with students, teachers, parents, volunteers and school administration from diverse backgrounds.
• Ability to navigate challenging situations with discretion and diplomacy.
• Ability to work independently as well as collaboratively in a team environment.
• Passion for bettering the lives of students.
• 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.
Upper School Math Teacher
Ursuline Academy of Wilmington, Delaware
Posted: Jan. 26, 2026
Wilmington, Delaware, United States
Ursuline Academy is seeking a math teacher for the 2026-2027 school year. The math teacher in the Upper School works in a collaborative environment, planning and cooperating with all colleagues and administration toward a common goal: to effectively support our students to embody the tenets of the Portrait of the Graduate.
This position could involve teaching various courses spanning from Algebra I to Calculus. The course load encompasses all levels of mathematics, including college preparatory, Honors and AP. In addition, this position will serve as an advisor for 7-10 students and moderate a co-curricular activity or student/school club, and could include Department Chair responsibilities.
The teacher will: 1) embrace diverse learning approaches that reach a range of learners, 2) aim to use a cross-curricular, transdisciplinary approach, 3) actively seek collaborative approaches with teachers within and outside the department, 4) be proactive in setting up a student-centered classroom environment that goes beyond the lecture format, and 5) utilize 21st-century pedagogical approaches to instruction for a significant portion of class time.
SPECIFIC DUTIES:
Academic Environment
● Meets and instructs assigned classes in the locations and at times designated by the teacher schedule distributed by the Principal. Creates and executes lesson plans specific to respective grade levels.
● Inspires students through enthusiasm for course content and student growth.
● Prepares for assigned classes by creating robust lesson plans that align with the course curriculum designated by the Department Chair and/or School.
● Provides a detailed course syllabus.
● Develops and maintains a safe and inviting classroom environment conducive to learning.
● Aligns instruction to a standards-based unit plan/scope and sequence.
● Utilizes supplied materials/unit plans as well as supplemental materials and projects/units to enhance the student learning experience.
● Demonstrates proficiency through careful lesson planning and content expertise.
● Utilizes various assessment tools to evaluate student learning, including formative and summative assessment.
● Achieves a balance between instructional and assessment time that prioritizes authentic learning.
● Continually assesses curriculum and teaching to ensure inclusiveness for ability, race, ethnicity, and socio-economic sensitivity.
● Reviews assessment data at the departmental level to inform instructional strategies. Uses data to make decisions for students requiring more advancement and/or remediation.
● Demonstrates knowledge of students’ strengths, challenges, and learning styles.
● Performs other duties as assigned.
School Community
● Attends Graduation, Back to School Nights, Conferences, Open Houses, school-sponsored extracurricular events, pep rallies, assemblies, community meetings, special events, etc., and serves as chaperone, as required.
● Demonstrates support of students through attendance at social and extracurricular events across divisions.
● Serves as a positive ambassador for Ursuline Academy in the community.
● Demonstrates a willingness to serve the school community with time and talents in activities outside of the classroom.
● Assists in upholding and supporting school rules.
Communication
● Maintains an updated course page and accurate, up-to-date student records.
● Posts major assignments/assessments on the Test Calendar at least one week before the due date.
● Writes specific, individual, and constructive comments on report cards/progress reports
● Actively communicates with students and families within 24 hours when students’ performance is of concern.
● Completes and logs at least one phone call or email per week to parents that details specific observations of a student’s exhibition of the Portrait of an Ursuline Graduate and/or academic performance.
● Responds to any parent communication within one business day and documents phone communication with a follow-up email.
● Posts grades to the online grade book in a timely manner.
Professionalism
● Exhibits expertise in the curricular area(s) by remaining up-to-date on research and trends, attending professional development opportunities when needed.
● Models professional qualities of discretion, confidentiality, and respect through interpersonal relationships with colleagues, students, and families.
● Responds to observational feedback and incorporates strategies and skills from professional development into instruction.
● Performs duties as assigned, including car line, cafeteria monitoring, library coverage, etc., as required by the Principal.
● Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
● Attends and actively participates in all meetings and in-service days.
Alignment with Mission, Core Values, and Portrait of an Ursuline Educator
● Actively upholds the school policies and procedures detailed in the Employee Handbook and Faculty Handbook.
● Attends school liturgies, prayer services, retreats, and other mission-directed events or activities, as planned.
● Actively monitors and ensures student adherence to Student Handbook policies and procedures.
● Models desired behaviors for students both in and out of the classroom, including maintaining standards of classroom and school behaviors.
● Enthusiastically engages in professional development activities designed to support professional growth.
QUALIFICATIONS:
● Bachelor’s degree in Education or related field; Master’s degree preferred; Certification strongly preferred.
● At least one year of teaching experience in the area of mathematics. Experience teaching mathematics at a high school or college level is preferred.
● Demonstrated understanding of educational technology integration in the classroom.
● Demonstrated understanding of effective teaching strategies for different learning styles and aptitudes.
● Strong interpersonal and communication skills, including presentation, listening, and observational skills.
● Excellent organizational, prioritization, and time management skills, including planning and managing projects.
● Strong analytical and problem-solving skills.
● Ability to work effectively with students, teachers, parents, volunteers, and school administration from diverse backgrounds.
● Ability to navigate challenging situations with discretion and diplomacy.
● Ability to work independently as well as collaboratively in a team environment.
● Passion for bettering the lives of students.
● Desire to seek 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.
Upper School Science Teacher
Ursuline Academy of Wilmington, Delaware
Posted: Jan. 26, 2026
Wilmington, Delaware, United States
Ursuline Academy is seeking a science teacher for the 2026-2027 school year. The science teacher in the Upper School works in a collaborative environment, planning and cooperating with all colleagues and administration toward a common goal: to effectively support our students to embody the tenets of the Portrait of the Graduate.
This position is responsible for teaching various courses, with a focus on Biology and Environmental Science (all sciences preferred). The course load encompasses all levels of science, including college preparatory, Honors and AP. In addition, this position will serve as an advisor for 7-10 students and moderate a co-curricular activity or student/school club.
The teacher will be responsible for the overall coordination of teaching in his/her subjects including executing well-developed lesson plans, accurate assessment of student’s progress, participation in school functions.
The teacher will: 1) embrace diverse learning approaches that reach a range of learners, 2) aim to use a cross-curricular, transdisciplinary approach, 3) actively seek collaborative approaches with teachers within and outside the department, 4) be proactive in setting up a student-centered classroom environment that goes beyond the lecture format, and 5) utilize 21st century pedagogical approaches to instruction for a significant portion of class time.
SPECIFIC DUTIES:
Academic Environment
• Meets and instructs assigned classes in the locations and at the times designated by the teacher schedule distributed by the Principal. Creates and executes lesson plans specific to respective grade levels.
• Inspires students through enthusiasm for course content and student growth.
• Prepares for assigned classes by creating robust lesson plans that align with the course curriculum designated by the Department Chair and/or School.
• Provides a detailed course syllabus.
• Develops and maintains a safe and inviting classroom environment conducive to learning.
• Aligns instruction to a standards-based unit plan/scope and sequence.
• Utilizes supplied materials/unit plans as well as supplemental materials and projects/units to enhance the student learning experience.
• Demonstrates proficiency through careful lesson planning and content expertise.
• Utilizes a variety of assessment tools to evaluate student learning, including formative and summative assessment.
• Achieves a balance between instructional and assessment time that prioritizes authentic learning.
• Continually assesses curriculum and teaching to ensure inclusiveness for ability, race, ethnicity, and socio-economic sensitivity.
• Reviews assessment data at the departmental level to inform instructional strategies. Uses data to make decisions for students requiring more advancement and/or remediation.
• Demonstrates knowledge of students’ strengths, challenges, and learning styles.
• Performs other duties as assigned.
School Community
• Attends 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 required.
• Demonstrates support of students through attendance at social and extracurricular events across divisions.
• Serves as a positive ambassador for Ursuline Academy in the community.
• Demonstrates a willingness to serve the school community with time and talents in activities outside of the classroom.
• Assists in upholding and supporting school rules.
Communication
• Maintains an updated course page and accurate, up-to-date student records.
• Posts major assignments/assessments on the Test Calendar at least 1 week prior to due date.
• Writes specific, individual, and constructive comments on report cards/progress reports.
• Actively communicates with students and families within 24 hours when students’ performance is of concern.
• Completes and logs at least one phone call or email per week to parents that details specific observation of a student’s exhibition of the Portrait of an Ursuline Graduate and/or academic performance.
• Responds to any parent communication within 1 business day and documents phone communication with follow-up email.
• Posts grades to online gradebook in a timely manner.
Professionalism
• Exhibits expertise in curricular area(s) by remaining up-to-date on research and trends, attending professional development opportunities, when needed.
• Models professional qualities of discretion, confidentiality, and respect through interpersonal relationships with colleagues, students, and families.
• Responds to observational feedback and incorporates strategies and skills from professional development into instruction.
• Performs duties as assigned including car line, cafeteria monitoring, library coverage, etc. as required by the Principal.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Attends and actively participates in all meetings and in-service days.
Alignment with Mission, Core Values and Portrait of an Ursuline Educator
• Actively upholds the school policies and procedures detailed in the Employee Handbook and Faculty Handbook.
• Attends school liturgies, prayer services, retreats, and other mission-directed events or activities, as planned.
• Actively monitors and ensures student adherence to Student Handbook policies and procedures.
• Models desired behaviors for students both in and out of the classroom, including maintaining standards of classroom and school behaviors.
• Enthusiastically engages in professional development activities designed to support professional growth.
QUALIFICATIONS:
• Bachelor’s degree in Science, Education, or related field; Master’s degree and Certification preferred.
• Completion of student teaching preferred; 2-4 years of experience preferred.
• Experience teaching at the high school levels preferred.
• Demonstrated understanding of educational technology integration in the classroom.
• Demonstrated understanding of effective teaching strategies for different learning styles and aptitudes.
• Strong interpersonal and communication skills, including presentation, listening and observational skills.
• Excellent organizational, prioritization, and time management skills including the ability to plan and manage projects.
• Strong analytical and problem-solving skills.
• Ability to work effectively with students, teachers, parents, volunteers and school administration from diverse backgrounds.
• Ability to navigate challenging situations with discretion and diplomacy.
• Ability to work independently as well as collaboratively in a team environment.
• Passion for bettering the lives of students.
• 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.
Athletic Director
Posted: Jan. 26, 2026
New Orleans, Louisiana, United States
Beginning July 1, 2026
THE OPPORTUNITY
Academy of the Sacred Heart in New Orleans, Louisiana, seeks an Athletic Director to lead a Middle School and Upper School athletic program. The Athletic Director provides strategic leadership, vision, and oversight for a comprehensive interscholastic athletics program serving students in grades 5-12. Reporting to the Head of School and serving as a member of the School Administrative Team, the Athletic Director ensures that athletics reflect the school’s Catholic identity, the Goals and Criteria of Sacred Heart Network schools, while promoting excellence, integrity, and the holistic development of student-athletes.
The Athletic Director is responsible for the daily operations, long-term planning, and continuous improvement of the athletics program, including personnel management, compliance, budgeting, facilities, communications, and community engagement.
A detailed job description for the Athletic Director position can be found here – https://bit.ly/ashathleticdirector
Through a survey of parents, student-athletes, and coaches, as well as thoughtful analysis, the following challenges/priorities for the next Athletic Director in leading Sacred Heart’s Athletics Department have been identified:
– Coach Recruitment and Development: Hiring and retaining qualified coaches who align with the school’s mission and mentoring them for consistency across programs.
– Operations and Program Management: Unifying staff and outside coaches around shared expectations; streamlining systems and communication; cultivating a cohesive, mission-driven athletics program grounded in collaboration, clarity, and consistent leadership. Coordinating facilities, practice times, and competition schedules across Middle and Upper School teams.
– Balancing Tradition and Innovation: Preserving the school’s legacy in athletics while introducing new sports, fitness trends, and inclusive programming
The next Athletic Director will be expected to embrace the Academy’s Goals & Criteria and bring the following experience and ability to the position:
– Relational and Collaborative Leader: Builds trust with students, coaches, faculty, parents, and external partners.
– Proven experience building and managing a comprehensive athletics program; comfortable with data-informed decision-making.
– Recruits, supports, and holds coaches accountable.
– Knows how girls learn, lead, and experience competition.
ABOUT THE SCHOOL
Academy of the Sacred Heart in New Orleans, founded in 1887, is an independent Catholic college-prep institution for girls offering 17 years of instruction from one-year-olds through twelfth grade. The Academy of the Sacred Heart is one of 25 Network of Sacred Heart Schools in the United States and Canada sponsored by the Religious of the Sacred Heart (RSCJ).
APPLICATION PROCESS
Applications may be submitted through March 1, 2026. Interested applicants should send a letter of interest, resume, and a list of 5 references with all contact information to Kris Blamphin, Executive Assistant to the Head of School, Gretchen Zibilich Kane, at kblamphin@ashrosary.org. For further information about the position and application procedures, please contact the Chair of the Search Committee, Deb Surgi, dsurgiASHADsearch@ashrosary.org.
Associate Teacher, Junior School (Kindergarten – Grade 7)
Posted: Jan. 23, 2026
Vancouver, British Columbia, Canada
We are looking for a full-time Associate Teacher to join us on a one year fixed-term contract with the possibility of extending for an additional year. This is a mentorship-oriented role designed to support teachers who are early in their career and aspire to full-time classroom teaching in the future. The position offers an excellent opportunity to build essential skills and experiences, helping prepare educators for long-term success in their career.
The successful candidate will join a vibrant, innovative school community focused on personal excellence, whole child development, and overall wellness. Enjoy the experience of teaching in a dynamic kindergarten play-based program, in primary classrooms with a focus on emergent reading, writing and numeracy, project-based learning, in an inquiry-driven intermediate program supported with personal iPads, or in a distinct middle school curriculum determined by the unique development of preadolescent girls as they prepare for high school.
Upper School Instrumental Music Teacher- Band
Posted: Jan. 23, 2026
Toronto, Ontario, Canada
We seek an individual inspired by our mission, whose beliefs align with our core values of integrity, compassion, inquiry, and courage, and who reflects our core competencies to join our Upper School as an Instrumental Music Teacher- Band. This is a full-time, one (1) year contract position, starting in September 2026.
Compensation & Placement Salary is determined by the Havergal Faculty Grid, ranging from $72,185 – $103,105 for early-career faculty and $103,457 – $135,699 for those with 6+ years of experience. Final placement is based on recognized teaching years, degrees, and Additional Qualifications (AQs), with levels increasing for the 2026-2027 academic year.
Why Teach with Us
Havergal College is a wonderful place to teach. We offer a highly competitive compensation package for teachers, including participation in the Ontario Teachers’ Pension Plan and support for professional development.
Why Havergal is the Place to Be
Founded in 1894 and located on a beautiful 22-acre campus in midtown Toronto, Canada, Havergal College is one of Canada’s pre-eminent independent schools for girls from Junior Kindergarten through Grade 12.
At Havergal College, we believe great schools are made up of great people. With a rich history spanning over 130 years, we are committed to offering a contemporary liberal arts education which is rooted in the Anglican tradition. Our mission is to prepare young women to make a difference. Through our outstanding academic and cocurricular programs, and a cohesive and collegial team of faculty and administration staff, we nurture a culture of capability that fosters self-confidence, leadership, critical thinking and global-mindedness within our students.
We take pride in attracting and retaining highly qualified faculty and administration staff to ensure our school remains at the forefront of educational excellence. Join us in this transformative education journey, working together to empower young women to make a positive difference in our world.
We are committed to building a diverse workforce and an inclusive workplace. We believe that an inclusive environment fosters a culture of mutual respect, creativity and innovation, collaboration and accountability. To this end, we encourage applications from all qualified candidates with diverse experiences and perspectives, including women, BIPOC (Black, Indigenous and People of Colour) peoples, LGBTQ2S+, and persons with disabilities to join our thriving team. We seek candidates committed to nurturing a community where integrity, compassion, inquiry and courage thrive.
The Position:
The Upper School program at Havergal College is distinguished by opportunities for students to develop and learn in a diverse, stimulating, well-resourced and supportive environment. Experienced Intermediate/Senior Music teachers at Havergal College are high-level practicing musicians who model musical excellence for students and inspire them through their own artistic practice. They are confident in curriculum development and demonstrate an approach to teaching that reflects how girls learn. Teachers support all learners with diverse strategies and approaches and are willing and able to differentiate instructional strategies. Classes are engaging and dynamic; teachers genuinely enjoy their work and are approachable, available, knowledgeable, genuine and supportive.
As members of the Upper School faculty, teachers engage in the work of the Upper School collegially and supportively. They demonstrate an understanding of the importance of parents as partners in their daughter’s education by maintaining open, collaborative relationships with them. As life-long learners, faculty members demonstrate a commitment to actively seeking professional development. The music teachers offer extensive co-curricular opportunities for students to engage in music beyond the classroom, in addition to actively participating in other aspects of school life.
To learn more about this opportunity, the expectations, qualification requirements and How To Apply please visit our website at www.havergal.on.ca.
All qualified candidates are encouraged to express their interest no later than February 3, 2026.
This posting is for an existing vacancy. We use an AI transcription tool for note-taking during the initial telephone pre-screening. Candidate consent will be requested before the call, and refusal will not affect your application. If consent is declined, an HR member will take manual notes.
We thank all applicants in advance. Only those candidates selected for an interview will be contacted. Havergal College is an equal opportunity employer. We are committed to an inclusive, barrier-free recruitment and selection process, and work environment in accordance with the Accessibility for Ontarians with Disabilities Act (AODA). We will be happy to work with applicants requesting accommodation at any stage of the hiring process. If you require accommodations, please contact Cathy LeBlanc at 416-483-3519 ext. 6526 or by email at accessibility@havergal.on.ca.
Middle School Teacher
Posted: Jan. 20, 2026
St. Louis, Missouri, United States
Visitation Academy is an independent Catholic school offering a coeducational Montessori program in Grades Toddler through Kindergarten and an all-girls environment in Grades 1 through 12. Visitation Academy is the ministry of the Sisters of the Visitation, whose way of life expresses the spirituality of the founders of their Order, St. Francis de Sales and St. Jane de Chantal. These saints encouraged all to “Live Jesus” with optimism, gentleness, humility, joy, and liberty of sprit. “Live Jesus” illustrates the essence of the Visitation charism.
Visitation is currently seeking a full-time middle school teacher beginning in the 2026-2027 school year. Candidates must be able to support the Catholic mission of the school, hold a bachelor’s degree (a master’s degree is preferred), and have previous middle school teaching experience.
Interested candidates should send a cover letter, resume, and references to VizUSMS.Office@vizstl.org.
Part Time Human Resources Manager
Posted: Jan. 20, 2026
Merion Station, Pennsylvania, United States
Merion Mercy Academy, an independent Catholic college preparatory school for girls in grades 9-12 outside Philadelphia, Pennsylvania, seeks a Part-Time Human Resources Manager to provide strategic and operational HR support in alignment with the school’s mission and values. This on-site position, reporting to the Merion Mercy Academy President, plays a key role in ensuring compliant, consistent, and mission-centered human resource practices while serving as a trusted partner to school leadership and faculty and staff.
Key Responsibilities
· Partner with school leadership to support strategic workforce planning and staffing needs
· Provide guidance on HR best practices and personnel matters within a Catholic educational setting
· Assist in the development, review, and implementation of HR policies and procedures
· Ensure compliance with federal, Pennsylvania, and local employment laws
· Support HR audits, accreditation reviews, and compliance reporting
· Coordinate recruitment, hiring, and onboarding processes
· Support performance management processes, including evaluations and documentation
· Serve as a resource for employee relations by assisting administrators with workplace concerns, conflict resolution, and corrective action documentation
· Help ensure consistent application of policies and fair employment practices
· Promote a respectful, professional, and mission-aligned workplace culture
· Maintain accurate and confidential personnel records
Work Schedule & Classification
This is a part-time, non-exempt position averaging 15 hours per week. The schedule may vary during peak periods such as hiring cycles and the start of the academic year.
Arts Curriculum and Department Leader (CDL)
Posted: Jan. 20, 2026
Toronto, Ontario, Canada
Reporting to the Heads of School, the Arts CDL provides leadership to the Arts Department (Music, Drama, and Visual Arts) while supporting the school mission, policies, and strategic plan. The CDL is responsible for providing day-to-day guidance to the department to create a collaborative and supportive environment. The CDL demonstrates the ability to manage and motivate staff, supports problem resolution and decision making, and works with department staff through performance, growth, and professional development goals and needs. The CDL position is the equivalent of one (1.0) course, is part of a full course load, and has a term of 4 years commencing in the 2026-2027 school year.
Grade 1-8 Curriculum Leader
Posted: Jan. 20, 2026
Toronto, Ontario, Canada
St. Clement’s School is currently looking for a Grade 1-8 Curriculum Leader to join our School on a full-time basis commencing on August 25, 2026. This full-time position may include a teaching load of up to 0.25 FTE. Reporting to the Heads of Junior and Middle School, and working collaboratively with the Vice Principal, the Grade 1-8 Curriculum Leader supports the leadership of the Junior School and Middle School while upholding the School mission, policies, and strategic plan. The Grade 1-8 Curriculum Leader is responsible for providing day-to-day guidance to Junior School Core teachers and liaising with other Curriculum Department Leaders to create a collaborative and supportive environment. The Grade 1-8 Curriculum Leader demonstrates the ability to manage and motivate teachers, supports problem resolution and decision making, and supports teachers through performance, growth, and professional development goals and needs.
Social Science Curriculum and Department Leader (CDL)
Posted: Jan. 20, 2026
Toronto, Ontario, Canada
Reporting to the Heads of School, the Social Science CDL provides leadership to the Social Science Department while supporting the school mission, policies and strategic plan. The CDL is responsible for providing day-to-day guidance to the department to create a collaborative and supportive environment. The CDL demonstrates the ability to manage and motivate staff, supports problem resolution and decision making and support department staff through performance, growth, and professional development goals and needs. The CDL position is the equivalent of one (1.0) course, is part of a full course load, and has a term of four (4) years.
School Counselor
Posted: Jan. 20, 2026
Palo Alto, California, United States
The School Counselor at The Girls’ Middle school leads social social-emotional learning programs. As a licensed practitioner in the mental health field, the Counselor is trusted to guide classroom practices, intervention strategies, crisis response, and SEL curriculum design. The Counselor will serve on the Student Support Team and on the Academic Council to ensure that each grade level has a school experience that is developmentally appropriate, trauma informed, and culturally responsive. The counselor also plans and delivers professional development to strengthen school-wide SEL practices and family education events to promote home-school partnerships and alignment on behalf of student development.
Dean of Student Support and Belonging
Posted: Jan. 20, 2026
Palo Alto, California, United States
The Dean of Student Support and Belonging leads the school’s work to ensure that every student at The Girls’ Middle School experiences belonging, safety, identity affirmation, and equitable supports for learning. Reporting to the Assistant Head of School, this role partners closely with the School Counselor, Teaching and Learning Facilitator, and Learning Specialist to facilitate student leadership activities, community building events, cultural programming, wellness, and intervention services. The Dean will also be the point person for responding to student disciplinary needs by facilitating restorative practices. This is a leadership role for a professional with experience in program design and implementation.
Principal
Our Lady of Tepeyac High School
Posted: Jan. 20, 2026
Chicago, Illinois, United States
Principal, Our Lady of Tepeyac High School
President (or designee) Status: Full-Time, Admin Leadership Team
Supervisory Role: Equal in authority to the Head of School Operations; collaborative leadership partner
Leadership Structure:
The Principal serves as the school’s chief academic leader and is a member of the Administrative Leadership Team. The Principal works in close partnership with the Head of School Operations, with shared responsibility for school leadership and clearly defined areas of functional oversight.
Position Summary:
The Principal of Our Lady of Tepeyac High School serves as the school’s chief academic leader, responsible for advancing a student-centered, girl-centered academic program rooted in Catholic identity and responsive to the needs of young women. Reporting to the President and working in close partnership with the Director of School Operations, the Principal provides instructional leadership, guides and inspires faculty, and ensures academic excellence, coherence, and mission alignment across all learning experiences. As a visible and relational leader, the Principal advocates for students, fosters a culture of growth and accountability among faculty, and represents the academic strength of Tepeyac with clarity and confidence to external partners and the broader educational community.
Located in Chicago’s Little Village neighborhood, Our Lady of Tepeyac High School is a small, all-girls Catholic high school committed to educational equity, spiritual formation, and expanding opportunity for all girls. The Principal will lead a close-knit community where each student is known, supported, and challenged to grow academically, spiritually, and personally. In collaboration with a dedicated leadership team, the Big Shoulders Fund and the Archdiocese of Chicago, the Principal will play a critical role in advancing academic excellence and student success. This position begins in Summer 2026.
Key Responsibilities
Academic Leadership & Instruction
Provide vision and leadership for the academic program, ensuring alignment with Catholic identity, Archdiocesan standards, and best practices in secondary education
Oversee curriculum, instruction, assessment, and grading practices across all subject areas
Monitor student academic progress and outcomes, using data to inform instructional decisions and interventions
Lead continuous improvement efforts focused on academic excellence and equity
Coordinate standardized testing logistics (ordering, scheduling, and teacher preparation); collaborate with the Director of Student Support to ensure testing accommodations; analyze assessment data to inform instruction and improvement.
Faculty Leadership & Support
The Principal serves as the primary supervisor for faculty and instructional staff.
Supervise, support, and evaluate faculty with a focus on instructional growth and professional development
Foster a collaborative, reflective faculty culture rooted in trust, accountability, and shared purpose
Support teachers through coaching, feedback, and access to instructional resources
Partner with leadership to recruit and retain strong instructional talent
Student Academics & Tutoring
Oversee all academic supports, including tutoring, intervention programs, and enrichment opportunities
Ensure that students receive appropriate academic guidance and support to meet graduation requirements and postsecondary goals
Collaborate with student support staff to address academic barriers and promote student success
Maintain a visible presence with students in classrooms, academic spaces, and support programs
External Representation & Partnerships
Serve as the school’s primary academic representative to:
Big Shoulders Fund
The Archdiocese of Chicago
Elementary schools and feeder schools across the city
Communicate the academic vision, outcomes, and strengths of Our Lady of Tepeyac High School to external audiences
Participate in visits, meetings, presentations, and events that promote the school’s academic program
Build strong relationships that support enrollment, partnerships, and long-term sustainability
Enrollment & Feeder School Engagement
Collaborate on outreach to elementary schools, families, and community partners with a focus on academics
Support recruitment efforts by articulating the school’s academic program and student outcomes
Represent Tepeyac at academic fairs, school visits, and informational events when necessary.
Leadership & Collaboration
Serve as a member of the Admin leadership team
Partner closely with the Head of School Operations to ensure alignment between academic priorities and school systems
Collaborate with the President and Vice President of Mission on strategic planning and institutional goals
Model professional excellence, mission-driven leadership, and a commitment to student-centered decision-making
Qualifications
Master’s degree in education, educational leadership, or a related field required
Administrative licensure
Minimum of 5 years of teaching and instructional leadership experience
Demonstrated success in faculty supervision, curriculum leadership, and student achievement
Experience in Catholic education and/or urban education strongly preferred
Strong communication skills and comfort in public-facing leadership roles; Spanish language skills preferred but not required
Salary and Benefits Salary ($70,000-$85,000) depends on qualifications and experience. Our Lady of Tepeyac is an Archdiocesan School, offering Medical, Dental and Vision insurance, and a 403B plan through this umbrella organization. Time off includes paid time off and sick days, as well as scheduled school holidays.
Application Process
Inquiries and applications will be treated with the highest degree of confidentiality. Candidates should be available to assume the responsibilities of Principal as of July 1, 2026. Interested candidates should submit the following materials to Meghan Murray, President, at mmurray@ourladyoftepeyac.org:
● Cover letter reflecting commitment to the school’s all-girls Catholic mission and charism, vision for academics, and leadership style.
● Resume
Our Lady of Tepeyac High School is an equal opportunity employer committed to fostering a diverse and inclusive community rooted in the Catholic tradition.
Marketing and Communications Coordinator
Posted: Jan. 20, 2026
Victoria, British Columbia, Canada
Marketing and Communications Coordinator
Regular
Internal/External Posting
Posting Date: January 16, 2026
Closing Date: February 1, 2026
Posting # 2026008
Hours
Monday-Friday, 37.5 hours per week.
Beginning February 2026
Salary
Starting wage of $32.18 per hour. Range of $32.18 – $33.79 per hour, depending on years of service at SMS.
This is a bargaining unit position, in the Professional Employees Association.
All candidates must be legally able to work in Canada.
Summary
St. Margaret’s School (SMS) is Western Canada’s only girl-centered, independent day and boarding school located in Victoria, British Columbia, Canada on the unceded traditional territories of the Esquimalt Nations, Songhees Nations, and W̱SÁNEĆ Nations. Founded in 1908, SMS is an international centre for girl-centered learning and leadership development, providing empowering education for girls from Junior Kindergarten to Grade 12 (boarding grades 7–12). St. Margaret’s School is an International Baccalaureate (IB) School offering the Diploma Programme, and we are a candidate school for the IB Middle Years Programme (MYP).
Reporting to the Director, Advancement and Engagement, the Marketing and Communications Coordinator plays a vital role in supporting the daily operations of the marketing and communications functions of the School. This position generates content, executes marketing campaigns, manages communication channels, and contributes to the overall brand strategy of the organization. The ideal candidate is organized, creative, and possesses excellent communication skills, helping to ensure the consistency and effectiveness of all messages shared internally and externally.
Core Competencies
Integrity & Trust
Service Orientation
Adaptability
Innovation
Resilience
Professional Knowledge
Communication & Collaboration
Duties and Responsibilities
Seek out and develop content across multiple platforms, including social media, email newsletters, blogs, marketing materials, and website updates
Support the planning, scheduling, and monitoring of social media posts across channels such as Facebook, LinkedIn, and Instagram to ensure consistent and timely messaging to the school community and potential families
Assist with website content development and updates
Assist in drafting press releases, maintaining media contact lists, and monitoring media coverage
Support integrated marketing campaigns across print, radio, television, and digital marketing
Contribute to marketing and communications initiatives through photography, video, light graphic design, and writing.
Provide support for school events including, but not limited to, alumni, admissions and philanthropy events
Ensure all communications align with brand guidelines and contribute to a cohesive brand identity
Conduct research on competitors, target audiences, and industry trends to inform marketing strategies
Maintain marketing databases, track campaign performance, and prepare reports for management
Liaise with external suppliers to ensure effective completion and implementation of outsourced marketing projects
Establish and maintain effective relationships within the school community
Actively participate in school life through attendance at school events
Occasional travel within Vancouver Island may be required
Required Education & Experience
Bachelor’s degree in Marketing, Communications, Public Relations, or a related field
Minimum two years experience in a similar role
Experience with varied social media platforms (e.g., Instagram, LinkedIn, Facebook, TikTok, YouTube)
Experience with email marketing platforms (e.g., Mailchimp)
Familiarity with graphic design tools (e.g., Canva, Adobe Creative Suite) considered an asset
Experience in event planning and coordination
Experience in public relations or media relations is considered an asset
Familiarity with website platforms (e.g. Shopify, WordPress) to support content updates and basic maintenance
Required Knowledge, Skills & Abilities
Knowledge of social media trends, analytics, and performance metrics
Knowledge of SEO, AI optimization, and digital marketing best practices
Familiarity with DSLR or mirrorless photography, including basic camera operation, composition, and photo editing, is considered an asset
Working knowledge of video editing software and platforms such as Adobe Premiere Pro, Final Cut Pro, iMovie, Canva (Mac, PC, or web-based) is considered an asset
Demonstrated strong written and verbal communication skills
Proficiency in Microsoft Office Suite (Word, Excel, PowerPoint)
Exceptional organizational skills with the ability to manage multiple tasks and deadlines effectively
Strong attention to detail
A collaborative team player able to establish and maintain effective relationships across all segments of the school community
Demonstrated willingness to learn new tools, platforms, and skills, with the ability to adapt in a fast-paced, evolving environment
Ability to work occasional evenings or weekends for major school events
Valued Benefits
A career with St. Margaret’s School will offer you the opportunity to be part of dedicated team of professionals in a dynamic and rewarding educational environment. This position is located on the school campus, with access to rapid transit, on-site gym, and other amenities.
St. Margaret’s School emphasizes a dedication to equity, diversity, and inclusion across living, learning, and work environments. The school aims to have its workforce mirror the diversity of students and the community. Actively encouraging applications from groups facing historical or current equity barriers, the institution is committed to fostering an equitable, diverse, and inclusive community. Employees needing employment support, technical aids, or accommodations, are encouraged to contact Human Resources careers@stmarg.ca.
Interested candidates are invited to submit an application package, including a covering letter, curriculum vitae and professional references, through Bamboo HR, by February 1, 2026.
Questions email careers@stmarg.ca
Middle/Upper School Spanish Teacher
Posted: Jan. 20, 2026
Chattanooga, Tennessee, United States
Girls Preparatory School seeks an excellent teacher who is excited to take a learner-centered approach to engaging, supporting, and challenging GPS students in Spanish classes within our Humanities department. The ideal candidate will be able to teach beginning level Spanish through advanced courses.
Our faculty strives to create personalized class environments that are responsive to girls’ academic and individual needs. Being a teacher at GPS means working in an inclusive team setting, where shared ideas and constructive feedback are the fabric of our faculty culture. We seek a teacher whose daily instructional plans and broader curricular design are authentic, equitable, competency-based, and reflective of 21st-century learning best practices. Through high engagement, interdisciplinary connections, and learning activities that build critical thinking and problem-solving in students, the teacher in this role will offer a vibrant and relational experience for GPS students.
Chinese Teacher
Posted: Jan. 16, 2026
Nashville, Tennessee, United States
Harpeth Hall seeks a dynamic, creative Chinese teacher who possesses an enthusiasm for working with upper school students, a commitment to innovative pedagogy and collaboration with colleagues, and excellent writing and communication skills. The ideal candidate will be an experienced Chinese teacher capable of teaching the language at all levels, including AP Chinese Language and Culture.
JOB DUTIES
● Plan, prepare, and create activities for multiple levels of Chinese classes on a daily basis, teaching lessons that correspond with the school’s curriculum.
● Monitor progress of students on a lesson-by-lesson basis, offering extra practice and instruction when needed.
● Create, administer, and grade written, speaking, reading, and listening assessments.
● Offer individual assistance outside of class to students who need extra help.
● Communicate with students, advisors, and parents through comments, emails, phone calls, conferences, and through Schoology.
● Organize, plan, and attend meetings with department members in the upper school, as well as those from the other departments and divisions.
● Perform other duties such as maintaining and updating the Schoology page daily, entering and reporting grades on Schoology, proctoring exams, documenting curriculum, and writing comments.
Candidates should complete an online application and submit a letter of interest and resume at harpethhall.org.
Director of Strategic Enrollment Management
Posted: Jan. 16, 2026
Chatham, Virginia, United States
The Director of Strategic Enrollment Management provides innovative strategic leadership in all aspects of enrollment management, including overseeing all admission practices and outreach. The Director collaborates closely with the strategic leaders in advancement, development, marketing, finance and engagement and has ultimate responsibility for the process of sourcing, attracting, yielding, enrolling and retaining Chatham Hall students.
The Director of Strategic Enrollment Management partners closely with school leadership to set data-informed enrollment and tuition goals and to guide a thoughtful, multi-year strategy that advances the school’s mission and long-term growth. This leader oversees a welcoming and engaging admission process, ensuring that every prospective family – from inquiry through enrollment – experiences warmth, clarity, and authentic connection. With responsibility for admission, financial aid, and retention committees, the Director ensures equitable decision-making and supports a vibrant, diverse student body.
The Director uses data, research, and strong analytical tools to monitor trends, strengthen recruitment and retention, and adapt strategies across day and boarding programs. They cultivate meaningful relationships with families, consultants, feeder schools, and community partners, and collaborate closely with Marketing and Communications to develop compelling messaging and outreach. As a visible and fully engaged member of the school community, the Director leads and mentors the admissions team, oversees key events and recruitment travel, participates in senior leadership discussions, reports regularly to the Board, and upholds best practices that position the school for continued enrollment success.
For the full job description, go to www.chathamhall.org/careers
Upper School History Teacher (2026-2027 SY)
Posted: Jan. 16, 2026
Dallas, Texas, United States
Position Description (What you will do):
The History Department at the Hockaday school encourages young women to understand the world through their own observations, and guided inquiry. This position will teach World History and United States History to students in the Upper School. Ideal candidates will also have the ability to teach Economics. Opportunities to teach additional courses in the area of the person’s expertise/interest may also be available depending on departmental needs.
The History Department at The Hockaday School encourages students to understand the world around them from multiple perspectives. History teachers develop and execute engaging lessons, creating an environment which allows students to think critically and independently. The faculty teaches students to use historical details to fashion their own understanding of the past, the present, and the future. With the prominence of inquiry, research, writing, discussion, and analysis in the curriculum, the History Department strives to cultivate students who think for themselves and outside themselves in addressing essential questions.
Qualified candidates will possess a mastery of subject, pedagogical versatility, and commitment to students. Passionate about history, they model the joy of learning, and they embrace professional development opportunities as they seek the best for those students and for themselves. In addition to teaching and leading an advisory, the faculty member will sponsor clubs as needed and be available for student extracurricular activities.
You’re excited about this opportunity because you’ll….
Teach four sections of Upper School History. Each section meets for 85 minutes three times per 7-day rotation
Serve as an advisor to a group of Upper School students
Develop and execute engaging lesson plans creating an environment which allows students to think critically and independently
Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students
Communicate effectively with students, colleagues, and parents
Contribute to the life of the Upper School including participating in all assigned duties and engaging in professional development
We’re excited about you because you have…
An advanced degree in a history, economics, or a related field is preferred
Willingness to teach more than one discipline at the Upper School level
Willingness and ability to teach advanced (AP-level) coursework as needed
Teaching experience in an Upper School or High School setting is preferred
Experience and interest in developing innovative uses of technology in the classroom as well as comfort with its administrative use
Experience developing curriculum (strongly preferred)
Experience and interest in participating in the Writing Center, or willingness to learn how to serve in the Writing Center
An interest in serving as a club sponsor and/or athletics coach
A commitment to being a supportive, respectful, and energetic colleague and mentor
Must have the ability to work in a school environment through satisfactory completion of all legally required and School-required background and screening checks and verifications, including criminal and sex offender background checks.
Why you’ll love working at Hockaday…
You’ll join a mission-driven, joyful community that believes deeply in the limitless potential of girls.
We are a community grounded in the Hockaday Cornerstones—Character, Courtesy, Scholarship, and Athletics—and you’ll bring these values to life in your daily work.
We are energized by meaningful challenges, embrace a growth mindset, and seek creative solutions that positively impact our students.
We honor our rich traditions while embracing innovation across all areas of the School.
We value diverse perspectives and cultivate an environment where every voice is respected and every community member feels they belong.
We work collaboratively, support one another, and take pride in the strong professional relationships that define our community.
We offer competitive compensation and insurance packages, including medical, dental, vision, life insurance, and long-term disability benefits.
Lunch is provided daily during the school year.
We value professional development and offer extensive opportunities for you to grow, including networking with colleagues, conducting research with college professors, and even traveling the world!
In this role, you will….
Serve as an example to colleagues in manners of classroom management, teaching methods, and school procedures
Participate in all requisite School trainings prior to the start of the school and throughout the School year
Attend required staff development and training sessions throughout the year
Attend periodic in-service meetings
Acknowledge receipt of the current Employee Handbook and are responsible for reviewing the contents and abiding by rules, policies and procedures stated in the Handbook or otherwise by the School
Abide by Hockaday’s Code of Ethics and Conduct Commit to the ideals expressed in Hockaday’s Tenets of Faculty Excellence
Physical Requirements and Work Environment:
Regularly works in standard office or classroom conditions and climate
Regularly uses close and distance vision, including working at a computer screen for extended periods of time; ability to observe students from various distances
Frequently required to move around the office/classroom; works at a desk for extended periods of time
Ability to occasionally move items weighing up to 30lbs. across the campus/classroom/office
Ability to periodically support before and after-school or weekend events
Ability to maintain appropriate boundaries with students, fellow staff and community members
About The Hockaday School:
The Hockaday School is an independent, college preparatory school for girls of strong potential and diverse backgrounds who may be expected to assume positions of responsibility and leadership in a rapidly changing world. With an enrollment of more than 1,100 students, The Hockaday School is the nation’s largest prekindergarten through grade 12 independent girls’ school. Ranked among the country’s finest college preparatory schools, it was founded over a century ago and continues today to build on its original Four Cornerstones: Character, Courtesy, Scholarship, and Athletics.
Hockaday’s faculty are recognized as experienced leaders in their field and students in every grade benefit from outstanding faculty and access to unmatched resources. Families who choose Hockaday care deeply about providing their daughters with a comprehensive and rigorous education, both inside and outside the classroom. Hockaday’s student body reflects the diversity that is deeply valued by the School.
Limitations and Disclaimer:
The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position. This job description reflects administration’s assignment of essential functions; and nothing in this herein restricts administration’s right to assign or reassign duties and responsibilities to this job at any time.
All job requirements are subject to possible modification to reasonably accommodate individuals with disabilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position. Employees will be required to follow any other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws.
Requirements are representative of minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the employee must possess the abilities or aptitudes to perform each duty proficiently. Continued employment remains on an “at-will” basis.
The Hockaday School is an equal opportunity employer. It is our policy not to discriminate, and to comply with all applicable state and federal laws prohibiting discrimination in employment based on race, color, sex, sexual orientation, creed, religion, national origin, ethnicity, age, disability, veteran status, or other applicable protected classification.
Upper School English Teacher (2026-2027 SY)
Posted: Jan. 16, 2026
Dallas, Texas, United States
Position Description (What you will do):
The English Department at the Hockaday school encourages young women to understand the world through their own observations and guided inquiry. This position will teach English classes to students in the Upper School. Opportunities to teach additional courses in the area of the person’s expertise/interest will also be available.
The primary goal of Hockaday’s English Department is to foster students who think critically, read with appreciation and understanding, and write authentically for a variety of audiences and purposes. To accomplish these goals, English teachers embrace a student-centered pedagogy, enhancing skills and promoting confidence through discussion-based classrooms, individual student conferences, and collaborative writing workshops.
Qualified candidates will possess a mastery of subject, pedagogical versatility, and commitment to students. Passionate about literature and writing, they model the joy of learning, and they embrace professional development opportunities as they seek the best for those students and for themselves. In addition to teaching and leading an advisory, the faculty member will sponsor clubs as needed and be available for student extracurricular activities.
You’re excited about this opportunity because you’ll….
Teach four sections of Upper School English. Each section meets for 85 minutes three times per 7-day rotation
Serve as an advisor to a group of Upper School students
Develop and execute engaging lesson plans creating an environment which allows students to think critically and independently
Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students
Communicate effectively with students, colleagues and parents
Contribute to the life of the Upper School including participating in all assigned duties and engaging in professional development
We’re excited about you because you have…
An advanced degree in English
Experience and a willingness to teach a range of levels and content in Upper School English
Expert knowledge of the elements of literary analysis and writing mechanics
Teaching experience in an Upper School or High School setting is preferred
Experience developing curriculum (preferred)
Experience and interest in developing innovative uses of technology in the classroom as well as comfort with its administrative use
Experience and/or interest in participating in the Writing Center
An interest in serving as a club sponsor and/or athletics coach
A commitment to being a supportive, respectful, and energetic colleague and mentor
Must have the ability to work in a school environment through satisfactory completion of all legally required and School-required background and screening checks and verifications, including criminal and sex offender background checks.
Why you’ll love working at Hockaday…
You’ll join a mission-driven, joyful community that believes deeply in the limitless potential of girls.
We are a community grounded in the Hockaday Cornerstones—Character, Courtesy, Scholarship, and Athletics—and you’ll bring these values to life in your daily work.
We are energized by meaningful challenges, embrace a growth mindset, and seek creative solutions that positively impact our students.
We honor our rich traditions while embracing innovation across all areas of the School.
We value diverse perspectives and cultivate an environment where every voice is respected and every community member feels they belong.
We work collaboratively, support one another, and take pride in the strong professional relationships that define our community.
We offer competitive compensation and insurance packages, including medical, dental, vision, life insurance, and long-term disability benefits.
Lunch is provided daily during the school year.
We value professional development and offer extensive opportunities for you to grow, including networking with colleagues, conducting research with college professors, and even traveling the world!
In this role, you will….
Serve as an example to colleagues in manners of classroom management, teaching methods, and school procedures
Participate in all requisite School trainings prior to the start of the school and throughout the School year
Attend required staff development and training sessions throughout the year
Attend periodic in-service meetings
Acknowledge receipt of the current Employee Handbook and are responsible for reviewing the contents and abiding by rules, policies and procedures stated in the Handbook or otherwise by the School
Abide by Hockaday’s Code of Ethics and Conduct
Commit to the ideals expressed in Hockaday’s Tenets of Faculty Excellence
Physical Requirements and Work Environment:
Regularly works in standard office or classroom conditions and climate
Regularly uses close and distance vision, including working at a computer screen for extended periods of time; ability to observe students from various distances
Frequently required to move around the office/classroom; works at a desk for extended periods of time
Ability to occasionally move items weighing up to 30lbs. across the campus/classroom/office
Ability to periodically support before and after-school or weekend events
Ability to maintain appropriate boundaries with students, fellow staff and community members
About The Hockaday School:
The Hockaday School is an independent, college preparatory school for girls of strong potential and diverse backgrounds who may be expected to assume positions of responsibility and leadership in a rapidly changing world. With an enrollment of more than 1,100 students, The Hockaday School is the nation’s largest prekindergarten through grade 12 independent girls’ school. Ranked among the country’s finest college preparatory schools, it was founded over a century ago and continues today to build on its original Four Cornerstones: Character, Courtesy, Scholarship, and Athletics.
Hockaday’s faculty are recognized as experienced leaders in their field and students in every grade benefit from outstanding faculty and access to unmatched resources. Families who choose Hockaday care deeply about providing their daughters with a comprehensive and rigorous education, both inside and outside the classroom. Hockaday’s student body reflects the diversity that is deeply valued by the School.
Limitations and Disclaimer:
The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position. This job description reflects administration’s assignment of essential functions; and nothing in this herein restricts administration’s right to assign or reassign duties and responsibilities to this job at any time.
All job requirements are subject to possible modification to reasonably accommodate individuals with disabilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position. Employees will be required to follow any other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws.
Requirements are representative of minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the employee must possess the abilities or aptitudes to perform each duty proficiently. Continued employment remains on an “at-will” basis.
The Hockaday School is an equal opportunity employer. It is our policy not to discriminate, and to comply with all applicable state and federal laws prohibiting discrimination in employment based on race, color, sex, sexual orientation, creed, religion, national origin, ethnicity, age, disability, veteran status, or other applicable protected classification.
Lower School Teacher – Fourth Grade (2026-2027 SY)
Posted: Jan. 16, 2026
Dallas, Texas, United States
Position Description (What you will do):
At Hockaday, math is a launchpad for curiosity, conversations, and exploration. Hockaday is a place where girls are encouraged to take intellectual risks, speak their minds, explore widely, and lead boldly. In our math program, students learn to approach complex problems with creativity, strategy, and joy. We’re seeking a teacher who will cultivate a math culture where students do the heavy lifting of thinking, talk is central, and risk-taking is welcomed.
This teacher will guide Fourth Grade students through the Singapore Mathematics-based program, Mathodology’s think!Math, supporting them in unpacking ideas, collaborating with each other, making deep connections, and exploring multiple pathways toward rich conceptual understanding and number sense. As a math teacher, s/he will welcome productive struggle as an essential part of learning and engage in rich tasks that push students beyond answer-getting and into true reasoning. This classroom will feel like a workshop of ideas: collaborative, vibrant, and full of purposeful noise as students test their ideas, sketch models, debate strategies, and celebrate each other’s “aha!” moments. A successful candidate will value a classroom culture rooted in the Hockaday Lower School Outcomes of wonder, agency, collaboration, and resilience.
You’re excited about this opportunity because you’ll….
Develop and execute engaging and thoughtful experiences for Fourth Grade math classes using a pedagogical approach that encourages students to derive meaning rather than receive it
Differentiate instruction to support students’ needs, interests, and abilities
Serve as a homeroom teacher to a group of sixteen Fourth Grade students
Teach math to two sections of Fourth Grade
Develop and implement programming that supports the leadership development of Fourth Grade students in their final year of Lower School
Partner closely with colleagues to align curriculum, share insights, and design engaging lessons through team meetings, division meetings, and department meetings
Effectively use technology and assessments to support student growth and learning
Engage families with warmth, clarity, and a shared excitement for student growth
Contribute to the life of the Lower School including participating in all assigned duties and engaging in professional development
We’re excited about you because you have…
An advanced degree in elementary education, mathematics, or related field (preferred)
Teaching experience in upper elementary level (preferred)
Have a strong foundation in elementary mathematics and a passion for conceptual, inquiry-based teaching
Know and value Singapore-based approaches or are excited to learn them
A commitment to building classrooms where students think visibly, converse boldly, and collaboratively construct understanding
A genuine appreciation of elementary-age children, solid knowledge of the milestones of their development, and understanding of appropriate classroom management techniques
Energy and enthusiasm for curriculum conversations and are interested in innovating with colleagues
An interest in growing professionally and a willingness to engage with new research in math education
Experience and interest in using technology in the classroom
The ability to work in a school environment through satisfactory completion of all legally required and School-required background and screening checks and verifications, including criminal and sex offender background checks
Why you’ll love working at Hockaday…
You’ll join a mission-driven, joyful community that believes deeply in the limitless potential of girls.
We are a community grounded in the Hockaday Cornerstones—Character, Courtesy, Scholarship, and Athletics—and you’ll bring these values to life in your daily work.
We are energized by meaningful challenges, embrace a growth mindset, and seek creative solutions that positively impact our students.
We honor our rich traditions while embracing innovation across all areas of the School.
We value diverse perspectives and cultivate an environment where every voice is respected and every community member feels they belong.
We work collaboratively, support one another, and take pride in the strong professional relationships that define our community.
We offer competitive compensation and insurance packages, including medical, dental, vision, life insurance, and long-term disability benefits.
Lunch is provided daily during the school year.
We value professional development and offer extensive opportunities for you to grow, including networking with colleagues, conducting research with college professors, and even traveling the world!
In this role, you will….
Participate in all requisite School trainings prior to the start of the school and throughout the School year
Attend required staff development and training sessions throughout the year
Attend periodic in-service meetings
Acknowledge receipt of the current Employee Handbook and are responsible for reviewing the contents and abiding by rules, policies and procedures stated in the Handbook or otherwise by the School
Abide by Hockaday’s Code of Ethics and Conduct
Commit to the ideals expressed in Hockaday’s Tenets of Faculty Excellence
Physical Requirements and Work Environment:
Regularly works in standard office or classroom conditions and climate
Regularly uses close and distance vision, including working at a computer screen for extended periods of time; ability to observe students from various distances
Frequently required to move around the office/classroom; works at a desk for extended periods of time
Ability to occasionally move items weighing up to 30 lbs. across the campus/classroom/office
Ability to periodically support before and after-school or weekend events
Ability to maintain appropriate boundaries with students, fellow staff and community members
About The Hockaday School:
The Hockaday School is an independent, college preparatory school for girls of strong potential and diverse backgrounds who may be expected to assume positions of responsibility and leadership in a rapidly changing world. With an enrollment of more than 1,100 students, The Hockaday School is the nation’s largest prekindergarten through grade 12 independent girls’ school. Ranked among the country’s finest college preparatory schools, it was founded over a century ago and continues today to build on its original Four Cornerstones: Character, Courtesy, Scholarship, and Athletics.
Hockaday’s faculty are recognized as experienced leaders in their field and students in every grade benefit from outstanding faculty and access to unmatched resources. Families who choose Hockaday care deeply about providing their daughters with a comprehensive and rigorous education, both inside and outside the classroom. Hockaday’s student body reflects the diversity that is deeply valued by the School.
Limitations and Disclaimer:
The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position. This job description reflects administration’s assignment of essential functions; and nothing in this herein restricts administration’s right to assign or reassign duties and responsibilities to this job at any time.
All job requirements are subject to possible modification to reasonably accommodate individuals with disabilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position. Employees will be required to follow any other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws.
Requirements are representative of minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the employee must possess the abilities or aptitudes to perform each duty proficiently. Continued employment remains on an “at-will” basis.
The Hockaday School is an equal opportunity employer. It is our policy not to discriminate, and to comply with all applicable state and federal laws prohibiting discrimination in employment based on race, color, sex, sexual orientation, creed, religion, national origin, ethnicity, age, disability, veteran status, or other applicable protected classification.
Director of Constituent Engagement
Posted: Jan. 16, 2026
Chattanooga, Tennessee, United States
The person in this role will lead a comprehensive alumnae and parent engagement strategy that deepens connection to GPS and builds understanding of the vital role philanthropy plays in advancing the school’s mission. The role oversees and activates key engagement channels including: the Parent Council, Alumnae Council, reunion committees, to drive meaningful participation, leadership, and philanthropic support.
The role champions a culture of gratitude, belonging, and recognition, ensuring volunteers feel valued and inspired by their impact. In addition, the position supports fundraising efforts by identifying and qualifying leadership and major gift prospects, soliciting Impact Fund gifts, and securing individual and corporate sponsorships for event-based fundraising initiatives.
Education Assistant, Junior School (Intermediate/Middle School Program)
Posted: Jan. 16, 2026
Vancouver, British Columbia, Canada
Crofton House School is seeking an experienced education assistant to work with teachers in the Intermediate/Middle School Program. You will be part of a collaborative teaching team supporting the positive growth and development of young girls in the Junior School. Fulfil your vision as an education assistant by joining this dynamic school community with motivated students, inspirational colleagues and supportive parents along with abundant resources and enriching professional development opportunities. Teaching and learning are guided and enhanced by the principles of a student-centred, collaborative approach with an inquiry-based focus to deepen learning for young students.
Education Assistant, Junior School (Primary Program)
Posted: Jan. 16, 2026
Vancouver, British Columbia, Canada
Crofton House School is seeking an experienced education assistant to work alongside teachers in the primary program. You will be part of a collaborative teaching team supporting the positive growth and development of young girls in the Junior School. Fulfil your vision as an education assistant by joining this dynamic school community with motivated students, inspirational colleagues and supportive parents along with abundant resources and enriching professional development opportunities. Teaching and learning are guided and enhanced by the principles of a student-centred, collaborative approach with an inquiry-based focus to deepen learning for young students.
Upper School Health & Physical Education Teacher
Posted: Jan. 16, 2026
Toronto, Ontario, Canada
We seek an individual inspired by our mission, whose beliefs align with our core values of integrity, compassion, inquiry, and courage, and who reflects our core competencies to join our Upper School as a Health & Physical Education Teacher. This is a full-time, one (1) year contract position, starting in September 2026.
Compensation & Placement Salary is determined by the Havergal Faculty Grid, ranging from $72,185 – $103,105 for early-career faculty and $103,457 – $135,699 for those with 6+ years of experience. Final placement is based on recognized teaching years, degrees, and Additional Qualifications (AQs), with levels increasing for the 2026-2027 academic year.
Why Teach with Us
Havergal College is a wonderful place to teach. We offer a highly competitive compensation package for teachers, including participation in the Ontario Teachers’ Pension Plan and support for professional development.
Why Havergal is the Place to Be
Founded in 1894 and located on a beautiful 22-acre campus in midtown Toronto, Canada, Havergal College is one of Canada’s pre-eminent independent schools for girls from Junior Kindergarten through Grade 12.
At Havergal College, we believe great schools are made up of great people. With a rich history spanning over 130 years, we are committed to offering a contemporary liberal arts education which is rooted in the Anglican tradition. Our mission is to prepare young women to make a difference. Through our outstanding academic and cocurricular programs, and a cohesive and collegial team of faculty and administration staff, we nurture a culture of capability that fosters self-confidence, leadership, critical thinking and global-mindedness within our students.
We take pride in attracting and retaining highly qualified faculty and administration staff to ensure our school remains at the forefront of educational excellence. Join us in this transformative education journey, working together to empower young women to make a positive difference in our world.
We are committed to building a diverse workforce and an inclusive workplace. We believe that an inclusive environment fosters a culture of mutual respect, creativity and innovation, collaboration and accountability. To this end, we encourage applications from all qualified candidates with diverse experiences and perspectives, including women, BIPOC (Black, Indigenous and People of Colour) peoples, LGBTQ2S+, and persons with disabilities to join our thriving team. We seek candidates committed to nurturing a community where integrity, compassion, inquiry and courage thrive.
The Position:
The Upper School program at Havergal College is distinguished by opportunities for students to develop and learn in a diverse, stimulating and supportive environment. Campus facilities are well equipped, including three (3) gymnasiums, a climbing wall, a 25-metre pool, a fitness centre and several outdoor spaces that support physical education that is varied, differentiated and challenging.
Experienced Intermediate/Senior teachers at Havergal College are confident in curriculum development and demonstrate an approach to teaching that reflects how girls learn. They support all learners with diverse strategies and approaches and are willing and able to use appropriate solutions to learning challenges experienced by students. Teachers optimize the use of technology to support student learning. Classes are engaging and dynamic, and teachers genuinely enjoy what they do and are approachable, available, knowledgeable, and supportive.
Health & Physical Education candidates should be able to share their experience using the appropriate scope Physical & Health Education and sequence, as well as “teaching games for understanding” approach. A rich sports background and expertise in coaching are preferred, as is experience in outdoor education
As members of the Upper School faculty, teachers engage in the work of the Upper School in a collegial and supportive manner. They demonstrate an understanding of the importance of parents as partners in their daughter’s education by maintaining open and collaborative relationships with parents. As life-long learners, they demonstrate a commitment to actively seeking professional development. Teachers actively participate in the life of the school beyond the classroom.
To learn more about this opportunity, the expectations, qualification requirements and How To Apply please visit our website at www.havergal.on.ca.
All qualified candidates are encouraged to express their interest no later than January 27, 2026.
This posting is for an existing vacancy. We use an AI transcription tool for note-taking during the initial telephone pre-screening. Candidate consent will be requested before the call, and refusal will not affect your application. If consent is declined, an HR member will take manual notes.
We thank all applicants in advance. Only those candidates selected for an interview will be contacted. Havergal College is an equal opportunity employer. We are committed to an inclusive, barrier-free recruitment and selection process, and work environment in accordance with the Accessibility for Ontarians with Disabilities Act (AODA). We will be happy to work with applicants requesting accommodation at any stage of the hiring process. If you require accommodations, please contact Cathy LeBlanc at 416-483-3519 ext. 6526 or by email at accessibility@havergal.on.ca.
Mathematics Teacher
Posted: Jan. 12, 2026
Pittsfield, Massachusetts, United States
Applications Accepted Starting 1/12/2026
Application Review Starting 1/26/2026
Miss Hall’s School seeks a full-time Mathematics Teacher for the 2026-27 school year. A Math Teacher can expect to teach four, full-year courses and to hold office hours and/or Math Center hours, when any student may come for help. The candidate may also be asked to perform other duties related to teaching, such as advising, or to work on a committee or with curriculum development. We are looking for a candidate who can teach all levels of high school mathematics, including Calculus and Statistics courses, and who may have expertise or ideas to expand the department’s offerings, including cross-disciplinary courses. A collaborative, inspiring, and innovative educator, a Miss Hall’s School Math Teacher actively participates in delivering a curriculum that emphasizes a solid foundation in mathematics and the integration of activity-based experiences, while advocating for the students and mission of Miss Hall’s School. MHS is committed to diversifying its faculty and encourages applicants who are committed to bringing a diversity, equity, and inclusion lens to their work.
Miss Hall’s School inspires and encourages each girl to pursue the highest standards of learning and character; to contribute boldly and creatively to the common good; and to seek a purposeful life based on honor, respect, growth, and personal authenticity.
At Miss Hall’s School, we champion social justice; insist that all community members demonstrate respect for each other through words and actions; and affirm that diversity, equity, and inclusion are essential to learning and problem solving, discovery and personal growth, and cultivating empathy and cultural competency. Guided by these beliefs, and with the understanding that being an inclusive community requires ongoing work and commitment, we foster cross cultural dialogue and allyship to honor and celebrate our diverse community.
Requirements:
• At least two years of experience teaching at the high school or college level
• Bachelor’s Degree in math, math education, or a related field; Master’s degree preferred.
• Knowledge base and comfort with teaching all levels of mathematics
• Willingness to participate in interdisciplinary and innovative curricular design and partnership
• Demonstrated interest in and commitment to working with students of varied academic levels and interests.
• Demonstrated ability to integrate classroom technologies to enhance teaching and learning
• Demonstrated commitment to equity and inclusion and to serving a diverse, global community
• Commitment to the Miss Hall’s School Mission and Core Values
Research has shown that women, trans, non-binary, and BIPOC individuals often do not apply for jobs because they perceive their qualifications as falling short of the listed requirements, even when they may be sufficient. We are dedicated to fostering a diverse and inclusive workplace, and our primary focus is on identifying the best candidate for the role. We encourage all applicants to interpret the job qualifications broadly and consider how their unique skills and experiences align with the position.
Faculty salaries are determined based on years of full-time teaching experience and are structured into salary bands in five-year increments. Each band corresponds to a defined salary range, benchmarked annually against NAIS (National Association of Independent Schools) median compensation data. This banded structure ensures that our compensation remains competitive within the independent school landscape while supporting transparency and consistency in salary decisions.
Range: Band 1 Start $57,000 to Band 6 Start $89,650
Please note, at this time, Miss Hall’s School is unable to sponsor visa applications for candidates for employment in the 2026-27 school year.
How to Apply
To ensure full consideration for this position, please apply directly on the Miss Hall’s School employment web page: Click the following link to apply on our website’s employment page: [Link](https://www.misshalls.org/employment/)
Please note that applications submitted through third-party job sites may not be regularly monitored; applying via the link above ensures your materials are received and reviewed by our hiring team
Chief Financial Officer
Posted: Jan. 12, 2026
Merion Station, Pennsylvania, United States
Merion Mercy Academy, an independent Catholic college preparatory school for girls in grades 9-12 outside Philadelphia, Pennsylvania, seeks a Chief Financial Officer.
The Chief Financial Officer (CFO) at Merion Mercy Academy is responsible for leading the financial strategy and operations of the school. This role requires an experienced finance professional with a strong background in financial planning, budgeting, financial management, and operations in the educational sector. The CFO will work closely with the President, Board of Trustees, and other administrators to ensure the financial health and sustainability of the school.
English Fellow
Posted: Jan. 12, 2026
Troy, New York, United States
Emma Willard School is seeking a Teaching Fellow for the 2026-2027 school year. The Fellows program at Emma Willard School partners with the University of Pennsylvania Graduate School of Education’s Independent School Teaching Residency Program (ISTR), enabling “aspiring and early career teachers to receive a master’s degree while completing an intensive teaching fellowship at a host partner school.” At Emma Willard School, teaching fellows benefit from a vibrant teaching and learning community, a dedicated mentor, and competitive compensation, which includes 80% payment for graduate school tuition, on-campus faculty housing, and a stipend.
In addition to successful completion of an interview process with Emma Willard School, fellows program candidates must apply to and be accepted by the University of Pennsylvania Graduate School of Education.
We welcome applicants who are prepared to teach 9th, 10th, and/or 11th grade English literature courses and have fewer than two years of professional teaching experience. The successful applicant is a passionate practitioner of their discipline who believes in the value of an all-girls education and is eager to participate in all elements of boarding school life. Successful fellows candidates are ready and willing to support our community’s commitment to diversity, equity, inclusion, justice, and belonging in every aspect of their work both in and out of the classroom. We seek someone who is committed to navigating today’s changing and diverse landscape to help the school promote and nurture diversity, equity, and inclusion. Emma Willard encourages candidates from under-represented groups to apply, as well as those who have demonstrated experience with diverse populations.
Responsibilities and Duties include, but are not limited to:
Teaching: In their first year in the program, teaching fellows teach two sections of the same class; in their second and final year, they teach three sections and may have two different preps. Fellows meet weekly with a mentor teacher and receive regular classroom observations and feedback on their teaching. They also meet weekly with a course-level coordinator, and should expect a highly collaborative environment in which they craft lesson plans, develop assessments, and provide grades and feedback to their students.
Faculty Duties: Fellows are expected to keep accurate records of attendance and grades as required by the school; compose student comments and progress reports as assigned; attend departmental, faculty, and all-school meetings; and participate in professional development opportunities provided by the school. Fellows should be available to support students and collaborate with adults within their department throughout the academic school day.
Residential: Fellows are expected to live on campus and be affiliated with a residential dormitory. As part of their compensation plan, fellows are asked to carry out the duties and responsibilities of residential faculty. One night per-week and up to ten weekends per-year will be spent working in the dorm, along with several weekends on-duty.
Co-curricular: Fellows will participate in a co-curricular commitment within our program such as coaching one season of a sport, advising a student club, etc.
Communication: Fellows are expected to communicate efficiently and in a timely manner with colleagues, students, students’ advisors, parents, and/or residential faculty in a professional manner.
Minimum Qualifications:
Bachelor’s degree in their discipline
Working knowledge of Google Suite and enthusiasm for experimenting with learning technologies
A valid driver’s license
A willingness to advocate for the Emma Willard School mission
Patience, enthusiasm, and the ability to manage priorities and meet deadlines
A commitment to professional growth and development
Salary: $27,000 – $28,000
We seek to identify, recruit, and develop employees who bring a diversity of experiences, perspectives, talents, and backgrounds. We offer a competitive total compensation package in a stimulating and dynamic academic community.
Emma Willard School encourages employees to be fully vaccinated. Please submit a resume, cover letter, teaching statement, and unofficial transcripts to be considered for the position.
Principal
Sacred Heart Academy, Hamden, CT
Posted: Jan. 12, 2026
Hamden, Connecticut, United States
Sacred Heart Academy, Hamden, CT Principal Opening
Position Overview
The principal serves as the chief academic and student-life leader of the school, reporting to the President. In partnership with the President, the Principal advances academic excellence, student formation, and the Catholic identity of the school, grounded in the Charism of the Apostles of the Sacred Heart of Jesus.
Key Responsibilities
Provide leadership for curriculum, instruction, faculty development, and academic innovation
Oversee student life, wellness, and formation programs
Promote and integrate Catholic identity and the Charism of the Apostles of the Sacred Heart of Jesus throughout school life
Foster a faith-filled, inclusive community rooted in love, compassion, service, and respect for the dignity of each person
Recruit, support, and evaluate faculty and staff aligned with mission and charism
Collaborate with the President on strategic initiatives and represent the school in the broader community
Qualifications
Practicing Catholic committed to Catholic education and the Charism of the Apostles of the Sacred Heart of Jesus
Master’s degree required; advanced degree preferred
Experience in education leadership and teaching
Strong interpersonal, organizational, and communication skills
Passion for the education and empowerment of young women
Personal Attributes
Mission-driven, collaborative, and pastoral leader
Visible witness to faith and values
Commitment to forming young women of intellect, compassion, and leadership
Interested candidates should send a resume, including three references, to:
Sr. Sheila O’Neill, ASCJ, Ph.D. President Sacred Heart Academy
soneill@sacredhearthamden.org
Director of Advancement
Posted: Jan. 12, 2026
Greenfield, Massachusetts, United States
DIRECTOR OF ADVANCEMENT
Stoneleigh-Burnham School (SBS) in Greenfield, MA, seeks an experienced fundraiser to serve as Director of Advancement (Director) with a start date of July 1, 2026. The position is full-time, year-round, and on-campus. The Director of Advancement is a senior administrative position reporting to the Head of School and charged with strategic leadership of Annual Giving, Planned Giving, Major Giving, and programs that strengthen philanthropy and engagement. SBS seeks a leader and experienced development practitioner to sustain the School’s successful annual giving program and lead the planning and implementation of the next major capital campaign in support of the School’s strategic priorities.
SBS is an independent girls’ boarding and day school for grades 7-12 and is located in the Pioneer Valley, a short drive from the Five College Consortium (UMass Amherst, Smith, Mount Holyoke, Hampshire and Amherst College), Stoneleigh-Burnham School is the only girls’ school in New England to offer the IB Diploma Programme and attracts students from the local area and around the world. Our mission centers around helping our students discover and use their authentic voices. Employees who thrive at SBS are collaborative and dynamic individuals excited by professional growth, committed to the School community, and are passionate about education.
The Director works closely with the Head of School and Board of Trustees to develop and implement fundraising strategies, annual action plans, and meet fundraising goals. In addition to fundraising responsibilities, the Director will oversee Advancement Office projects in the areas of donor communications, events, marketing, and alumnae relations. The Director will manage a small team of advancement professionals, partner with volunteers, and cultivate collaboration, accountability, and a commitment to deepen alumnae connections.
The successful candidate will demonstrate a strong interest in the mission of Stoneleigh-Burnham School.
Additional responsibilities will include:
● Develop and maintain positive relationships with donors and key stakeholders.
● Lead the School’s stewardship strategies and policies.
● Serve on the senior administrative team.
● Serve as the liaison to the Development Subcommittee of the Board of Trustees and adhere to the School’s Gift Policy.
● Work with alumnae and parent volunteers.
● Meet regularly with donors, whether on the phone or in person.
● Prepare an annual fundraising plan for review and approval by the Head of School and the Board of Trustees.
● Provide leadership and guidance to best leverage database systems, software, and digital marketing platforms.
● Develop and execute fundraising direct mail, digital marketing, and social media, and will have oversight of the Advancement Office database, gift processing, and gift acknowledgment.
● Oversee events managed by the Advancement Office, including those involving school traditions, regional alumnae gatherings, and the Annual Reunion Weekend.
● Work closely with the enrollment and communications staff and help establish strategy, priorities, and messaging.
● Participate in school life and attend major school events.
● Travel occasionally, and perform evening and weekend work when required.
Requirements:
● 7+ years of successful fundraising for nonprofits, preferably in the education field
● B.S. degree or equivalent required, Master’s degree preferred
● Proven ability to successfully meet fundraising goals
● Excellent communication and interpersonal skills – listening, public speaking, and writing skills
● Comprehensive experience in all aspects of fundraising.
● Ability to manage multiple priorities.
● Ability to inspire and develop staff and volunteers.
● Proficiency with fundraising databases, financial reporting for fundraising, and experience with Google Workplace and Microsoft 365.
● Employment in a school environment is contingent upon the successful completion of all legally mandated background clearances, including CORI, SORI, and a fingerprint-based criminal record check.
● Must have the ability to travel, and must have a valid Massachusetts driver’s license.
Applications:
Please send cover letter, resume, and references to:
Laurie Lambert, llambert@sbschool.org
In order to achieve our mission of preparing students to actively engage a diverse and inclusive world we must first emulate the values we hope to instill in our students. Stoneleigh-Burnham is committed to increasing the diversity — in backgrounds and in experiences — of our faculty, staff, and student community.
Stoneleigh-Burnham strives to hire and support an inclusive community of employees; candidates from communities that are statistically and systemically underrepresented in independent schools are encouraged to apply. Stoneleigh-Burnham School is proud to be an Equal Opportunity Employer. Salary is commensurate with experience.
Our Mission:
Stoneleigh-Burnham School is an academic community that fosters an international perspective. We inspire girls to pursue meaningful lives based on honor, respect, and intellectual curiosity. Each student is challenged to discover her best self and graduate with confidence to think independently and act ethically, secure in the knowledge that her voice will be heard.
To learn more about Stoneleigh-Burnham School, please visit our website: sbschool.org
Major Gifts Officer
Posted: Jan. 12, 2026
Toronto, Ontario, Canada
We are seeking an individual who is inspired by our mission and whose beliefs align with our core values of integrity, compassion, inquiry and courage, and reflects our core competencies to join Havergal College as Major Gifts Officer. This is a full-time, permanent position.
Salary range for this position: $70,000 – $80,000 depending on experience.
Why Havergal is the Place to Be
Founded in 1894 and located on a beautiful 22-acre campus in midtown Toronto, Canada, Havergal College is one of Canada’s pre-eminent independent schools for girls from Junior Kindergarten through Grade 12.
At Havergal College, we believe that great schools are made up of great people. With a rich history spanning over 130 years, we are committed to offering a contemporary liberal arts education, which is rooted in the Anglican tradition. Our mission is to prepare young women to make a difference. Through our outstanding academic and co-curricular programs, and a cohesive and collegial team of faculty and administrative staff, we nurture a culture of capability that fosters self-confidence, leadership, critical thinking and global-mindedness within our students.
We take pride in attracting and retaining highly-qualified faculty and administration staff to ensure that our school remains at the forefront of educational excellence. Join us on this transformative journey of education, working together to empower young women to make a positive difference in our world.
We are committed to building a diverse workforce and an inclusive workplace. We believe that an inclusive environment fosters a culture of mutual respect, creativity and innovation, collaboration and accountability. To this end, we encourage applications from all qualified candidates with a diverse range of experiences and perspectives, including women, BIPOC (Black, Indigenous and People of Colour) peoples, LGBTQ2S+, and persons with disabilities to join our thriving team. We seek candidates who are committed to nurturing a community where integrity, compassion, inquiry and courage thrive.
The Position:
Reporting to the Associate Director, Major Gifts, the Major Gifts Officer will play a key role in advancing Havergal’s major gift strategy and building meaningful relationships with donors who have the capacity to make significant contributions to the School.
The Major Gift Officer will manage a personal portfolio of approximately 75–100 prospects and donors, guiding them through the full cycle of engagement from identification and cultivation to solicitation and stewardship. This is an exciting opportunity for an experienced fundraiser to help strengthen a culture of philanthropy, contribute to strategic initiatives, and make a lasting impact on the school community.
To learn more about this opportunity, the expectations, qualification requirements and How To Apply please visit our website at www.havergal.on.ca
All qualified candidates are encouraged to express their interest no later than January 23, 2026.
This posting is for an existing vacancy. We use an AI transcription tool for note-taking during the initial telephone pre-screening. Candidate consent will be requested before the call, and refusal will not affect your application. If consent is declined, an HR member will take manual notes.
Havergal College thanks all applicants in advance. Only those candidates selected for an interview will be contacted. Havergal College is an equal opportunity employer. We are committed to an inclusive, barrier-free recruitment and selection process, and work environment in accordance with the Accessibility for Ontarians with Disabilities Act (AODA). We will be happy to work with applicants requesting accommodation at any stage of the hiring process. If you require accommodations, please contact Cathy LeBlanc at 416-483-3519 ext. 6526 or by email at accessibility@havergal.on.ca.