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.
Receive weekly emails from ICGS about our latest job postings by subscribing to our Career Opportunities mailing list in the upper right corner of this page.
Science Teacher
Posted: Jul. 11, 2025
Dedham, Massachusetts, United States
Ursuline Academy seeks exceptional candidates for a full or part-time science teacher for biology (possibly including life sciences or biology) and one section of chemistry to start in August 2025 for the coming academic year. Ursuline seeks to hire and retain employees who are skilled in their field, are involved participants in the school community, and are enthusiastically dedicated to carrying out the mission of the school. Flexibility, optimism, a collaborative and professional spirit, excellent communication skills, and a commitment to Catholic education are essential.
Candidates should:
-have an understanding of teaching highly capable adolescent girls
-be able to utilize technology effectively
-teach using a variety of instructional strategies
-respectfully communicate with parents and appropriate school personnel to share student growth.
Duties:
-Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
-Design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn knowledge and skills.
-Design and administer informal and formal assessments, including common assessments, to measure each student’s learning, growth, and progress.
-Employ a variety of instructional techniques and instructional media that are likely to motivate and engage students during the lesson.
-Plan and facilitate lab activities with the appropriate safety protocols and necessary training
-Provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance.
-Reflect on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and use insights gained to improve practice and student learning.
-Collaborate with colleagues to examine student data, plan curriculum, and ensure appropriate learning experiences for all students
-Collaborate with School and College counselors and refer students who need social and emotional support
-Co-supervising a group of 8-10 advisees each day
-Enthusiastically supporting student life through chaperoning various activities or events
Qualifications/Job Requirements:
Bachelor’s (or higher) in an applicable science field from an accredited college or university
At least two years experience teaching in a high school classroom
Humanities Teacher
Posted: Jul. 9, 2025
Quincy, Massachusetts, United States
Job Goal: To provide informed, engaged instruction in one or more subject areas and support students to optimize their capabilities.
Responsibilities:
• Implement the program core values and mission.
• Establish and implement behavioral norms and maintain consistent routines in the classroom and throughout the school building.
• Provide differentiated classroom instruction through the implementation of curriculum content, methods and materials, guided by the MA Curriculum Frameworks and Common Core State Standards.
• Formulate lesson plans, monthly projected plans, and curriculum plans as specified by Supervisor.
• Be willing and prepared to be a practitioner of diversity, equity, and inclusion practices in pedagogy.
• Showcase innovation in all classroom practices, both with and without the utilization of a variety of technologies.
• Review of all cumulative records of assigned students including IEPs, evaluations, progress notes, status reports, medical background, etc.
• Maintain parent contact in cooperation with other school staff (i.e., phone log, e-mail, etc.).
• Maintain collaborative communication with staff to ensure consistent educational delivery.
• Attend to assigned duties (i.e., lunch, morning duty, clubs, advisory, affinity groups, etc.).
• Attend weekly staff meetings, in-service training, parent meetings, student-centered staff meetings.
• Establish goals to continue professional growth and development.
• Maintain a respectful, positive, pro-active professional attitude.
• Develop an ongoing, problem solving relationship with supervisor, seeking guidance as necessary.
• Use a wide variety of assessments including individual, common and external assessments to inform and evaluate teaching and learning.
• Compile progress and report card grades and/or individual student progress reports as required and within estimated timelines.
• Communicate student progress regularly with parents and/or community when necessary.
• Attend special school events, admissions open houses and info sessions
Note: The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.
College Counselor
Posted: Jul. 9, 2025
San Jose, California, United States
Presentation High School
Job Classification: Staff
Position Title: College Counselor
Position Type: Full-time, 10-month
Classification: Exempt
Reports to: VP of Student Services
Supervises: None
Salary Range: $90K – $120K
About Presentation High School:
Presentation High School is an independent Catholic college preparatory school for young women. We offer a competitive salary, comprehensive benefits, and a close-knit professional community. We seek talented and innovative professionals who have a commitment to excellence and a passion for our mission.
Position Summary
The College Counselor is responsible for guiding students through the successful transition to postsecondary education. The ideal candidate must have knowledge of college admissions and financial aid topics and processes, excellent time management, and outstanding communication skills in all expressions: personal, written, verbal, and technological. Must be willing to travel several times throughout the year to attend professional development workshops and conferences, and to meet and network with representatives from colleges and universities.
Duties and Specific Responsibilities
Model for students the mission and values of Presentation High School
Meet with students in caseload individually at least twice a year and with families in their junior and senior years, advising and guiding students through the college application and selection process.
Inform students, families, and staff of current college admissions policies, procedures, and deadlines.
Provide assistance and advice in student course selection and its impact on college selection.
Provide college materials such as catalogs, viewbooks, applications, directories, and computer software programs to assist students in the college search process.
Organize and coordinate college-related workshops and evening programs for parents and students to attend.
Write letters of recommendation on behalf of students for college admission as well as for scholarships, internships, and other opportunities.
Provide financial aid forms and applications to students.
Attend workshops concerning college admissions, financial aid, and scholarship opportunities.
Network, build, and maintain relationships with college admissions officers.
Guide students and others in understanding and utilizing Scoir, the college admission data management system. Provide guidance and resources, and teach tools to navigate the college search and application process. Guide students and their parents/guardians
Schedule and attend college representatives’ presentations in the Fall.
Compile and organize information for the College Counseling Guide for Juniors in the Spring.
Attend college conferences that are held each year. (UC, CSU, WACAC, NACAC)
Maintain a strong working knowledge of colleges and universities, which includes making visits to colleges. Stay current on higher education changes.
Support Presentation’s co-curricular programs and engage in student life by supporting campus ministry, service, athletics, student leadership, and clubs.
Any additional tasks as assigned.
Education & Experience
Bachelor’s Degree in Counseling or related field. Master’s degree preferred.
A minimum of three to five years of experience in college admissions or college counseling is preferred.
Understand the college admission process at a variety of institution types and selectivity levels.
Experience working with high school students from diverse faith, socioeconomic, and cultural backgrounds.
Knowledge, Skills, and Abilities
Total resonance with the mission, vision, and values of Presentation High School and the Catholic education tradition, including a demonstrated commitment to diversity, equity, inclusion & belonging.
Excellent time management skills and ability to prioritize work.
Knowledge of relevant applications, including SCOIR, is preferred.
Excellent organization, verbal and written skills, as well as outstanding interpersonal skills.
Available and willing to work occasional co-curricular & evening events, including overnight field trips.
Ability to work well with students, colleagues, and parents.
A willingness to be an active, enthusiastic member of the Presentation community.
Physical Demands
The physical demands described below represent those that must be met by an employee to successfully perform the essential functions of this job. In accordance with the Americans with Disabilities Act, as amended, the California Fair Employment & Housing Act, and all other applicable laws, Presentation High School provides reasonable accommodations for qualified persons with disabilities. A qualified individual is a person who meets the skill, experience, education, or other requirements of the position and who can perform the essential functions of the position with or without reasonable accommodation.
The College Counselor must be able to
Lift and/or carry a moderate weight of 10 pounds
Sit, stand, walk, climb stairs or ladder, reach, perform repetitive hand motions
Considerable time is spent at a desk using a computer terminal.
Work with frequent interruptions
Work Environment
The work environment characteristics described below represent those an employee encounters while performing the essential functions of this job.
Typical office environment
Mostly an indoor office environment
Offices with equipment noise
Offices with frequent interruptions
EEO Statement:
Presentation High School is an Equal Opportunity employer committed to excellence through diversity and inclusion and, in this spirit, particularly welcomes applications from women, persons of color, and members of historically underrepresented groups. All qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity or expression, age, status as a protected veteran, status as a qualified individual with a disability, or other protected category in accordance with applicable law. The school will provide reasonable accommodations to individuals with disability.
Lower School Admissions Tester
Posted: Jul. 9, 2025
Bryn Mawr, Pennsylvania, United States
Position: Lower School Admissions Tester
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 Lower School Admissions Tester plays a key role in supporting the admissions process by helping families navigate their first steps into our school community. Reporting to the Director of Lower School Enrollment, this position is responsible for administering pre-admission assessments and assisting with Lower School admissions events.
This role requires strong communication and interpersonal skills, as well as a thoughtful and welcoming approach when working with young children and their families. The ideal candidate offers a balance of professionalism, empathy, and attention to detail, helping ensure that each family’s experience reflects the values and warmth of our school.
Essential Functions
Administer assessments to students applying to Pre-Kindergarten, Kindergarten, and Grades 1 through 6. These assessments are conducted during group Play Sessions (Pre-K and Kindergarten) as well as individual student visits throughout the week;
Create a positive and supportive environment in which each student feels confident and comfortable during the assessment experience. Establish rapport with both the child and their parents prior to the start of the assessment;
Provide written reports within 24 hours of each individual testing session or Play Session. Reports should include detailed information on the child’s abilities, academic performance, learning strengths and needs, as well as observations related to language, memory, attention, and behavioral, emotional, and social functioning;
Support the Director of Lower School Enrollment in the implementation of strategies and tactics designed to generate interest among prospective families;
Assist with a variety of enrollment-related activities, including the proctoring of internal assessments for all grades, preparation for events, support during events, and responsibilities following event completion; and
Contribute to the overall goals of the Enrollment Management Office and perform other duties as assigned by the Chief Enrollment Management Officer or the Head of School.
Qualifications
Bachelor’s degree required;
Minimum of three to five years of experience in early childhood and elementary education required;
Experience with educational testing preferred;
Availability to work three to four days per week, with flexibility to adjust the schedule as needed. Availability for occasional evening and weekend events, as required;
Self-motivated with the ability to work independently and to set priorities in order to achieve goals and objectives;
Strong organizational skills and attention to detail;
Demonstrated commitment to providing a high level of customer service;
Discretion and professionalism in managing sensitive information;
Strong written and oral communication skills. Comfortable speaking in both small and large group settings and with individuals from diverse backgrounds;
Proven ability to contribute to a team-oriented, student-centered work environment; and
Proficiency with Microsoft Office and familiarity with student information system technologies.
Interested candidates, please send 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/1542723-409023.html
Humanities Teacher
Posted: Jul. 9, 2025
Quincy, Massachusetts, United States
Qualifications:
• Bachelor’s or Master’s Degree
• Minimum 3 years experience preferred
Reports to: Associate Head of School
Job Goal: To provide informed, engaged instruction in one or more subject areas and support students to optimize their capabilities.
Responsibilities:
• Implement the program core values and mission.
• Establish and implement behavioral norms and maintain consistent routines in the classroom and throughout the school building.
• Provide differentiated classroom instruction through the implementation of curriculum content, methods and materials, guided by the MA Curriculum Frameworks and Common Core State Standards.
• Formulate lesson plans, monthly projected plans, and curriculum plans as specified by Supervisor.
• Be willing and prepared to be a practitioner of diversity, equity, and inclusion practices in pedagogy.
• Showcase innovation in all classroom practices, both with and without the utilization of a variety of technologies.
• Review of all cumulative records of assigned students including IEPs, evaluations, progress notes, status reports, medical background, etc.
• Maintain parent contact in cooperation with other school staff (i.e., phone log, e-mail, etc.).
• Maintain collaborative communication with staff to ensure consistent educational delivery.
• Attend to assigned duties (i.e., lunch, morning duty, clubs, advisory, affinity groups, etc.).
• Attend weekly staff meetings, in-service training, parent meetings, student-centered staff meetings.
• Establish goals to continue professional growth and development.
• Maintain a respectful, positive, pro-active professional attitude.
• Develop an ongoing, problem solving relationship with supervisor, seeking guidance as necessary.
• Use a wide variety of assessments including individual, common and external assessments to inform and evaluate teaching and learning.
• Compile progress and report card grades and/or individual student progress reports as required and within estimated timelines.
• Communicate student progress regularly with parents and/or community when necessary.
• Attend special school events, admissions open houses and info sessions
Note: The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.
Dance Instructor & Dorm Advisor (Full-time)
Posted: Jul. 9, 2025
Chatham, Virginia, United States
Chatham Hall seeks a passionate and collaborative Dance Instructor and Dorm Advisor for the 2025–2026 school year. Chatham Hall—a girls’ grades 9-12 boarding and day school in southern Virginia—has been a leader in educating girls since 1894.
The ideal candidate will have experience teaching various levels of dance, a strong interest in supporting the residential life experience of high school girls, and be able to teach Spanish. This position is an exciting opportunity to engage students both in the studio, on campus, and in the classroom, helping shape a vibrant, inclusive, and holistic learning environment.
Dance responsibilities include teaching multiple levels of dance, choreographing for school performances, and attending rehearsals and events. The instructor teaches classes Monday through Friday from 3:45–6:00 p.m., with flexibility for evening and weekend performances and rehearsals.
Additional opportunities may include teaching 1–2 sections of Spanish and/or supporting yoga instruction if qualified. A minimum of a Bachelor’s degree in Spanish, Dance, or enrollment in the final year of a BA dance program is required.
Dorm advisor responsibilities include fostering a welcoming and supportive dormitory environment for students, participating in weekend duty responsibilities, and supporting community-building efforts in the residential program.
Preferred Qualifications:
Prior experience in a high school or youth-focused setting
Ability to teach beginning to advanced dance levels
Spanish fluency or teaching background (Spanish 1 or Spanish 2)
Yoga certification preferred
Strong communication, collaboration, and organizational skills
Passion for working with adolescents in a residential environment
Additional Information
This job description outlines the primary responsibilities and necessary skills for this role. It is not an all-inclusive list of duties, expectations, or competencies. The supervisor may assign additional tasks and responsibilities as needed. This is a 10-month, full-time, hourly position with occasional evening and weekend hours required.
Chatham Hall seeks candidates who will contribute to and are committed to diversity and multicultural educational practices and who demonstrate a dedication to working in a diverse community. The School values individuals who communicate effectively with diverse populations, create inclusive work environments, and engage in professional development opportunities to further inclusive management practices.
To Apply
Please send a letter of interest, resume, and three references to Josh Doyon, Director of Community and Student Life, at jdoyon@chathamhall.org.
To learn more about Chatham Hall, visit www.chathamhall.org.
Student Programs Coordinator
Posted: Jul. 9, 2025
Victoria, British Columbia, Canada
Student Programs Coordinator
Temporary
Internal/External Posting
Posting Date: July 7, 2025
Closing Date: July 20, 2025
Posting # 2025035
Hours
37.5 hours per week.
Beginning August 18, 2025, to June 19, 2025
Salary
Wage per hour $31.41 per hour.
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).
The Student Programs Coordinator is responsible for the development and implementation of programming for students Grade 7 to 12 that enrich their experience at SMS. A key focus includes ensuring that all program activities align with the WILD Boarding Curriculum and adhere to the School’s risk management requirements.
The Student Programs Coordinator works collaboratively with the Director of Boarding & Student Engagement, External Programs Manager, Director of Athletics, Director of Student Life, and the Boarding team to ensure continuity of service and support for students.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
Boarding House Parent
Posted: Jul. 9, 2025
Victoria, British Columbia, Canada
Boarding House Parent
Temporary (multiple positions available)
Internal/External Posting
Posting Date: July 7, 2025
Closing Date: July 20, 2025
Posting # 2025033
Hours
Various shifts available, after school hours and evenings.
Beginning August 26, 2025, to June 14, 2025
Salary
Wage per hour Day Shift $28.55 per hour, Night Shift $21.75 per hour
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 Program.
St. Margaret’s School is seeking dedicated and caring individuals who are passionate about empowering girls. They will attend to the well-being of our boarding students, providing a supportive, nurturing, and inclusive environment.
Boarding House Parents engage boarding students in activities both academic and personal and ensure individual needs, strengths and talents are developed. They provide support for students and have empathy for the social and emotional issues adolescents may face in a boarding school setting.
Boarding House Parents work closely and collaborates with the Director of Boarding, Health Care Providers, Programs Coordinator, parents, and other boarding staff members to ensure continuity of care and support for students. Each of our boarding houses is home to approximately 30 students, ages 12 to 18. St. Margaret’s Boarding is home to students from many countries.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
Boarding House Parent (Live In)
Posted: Jul. 9, 2025
Victoria, British Columbia, Canada
Boarding House Parent (Live In)
Temporary (2 positions available)
Internal/External Posting
Posting Date: July 7, 2025
Closing Date: July 20, 2025
Posting # 2025032
Hours
40 hours Bi-weekly Day Shifts (shifts vary – Weekdays 11:00 pm to 9:00 am, Weekends 5:00 pm to 9:00 am).
80 hours Bi-weekly Night Shifts (8-hour shifts) in exchange for Residence accommodation.
Beginning August 26, 2025, to June 14, 2025
Salary
Wage per hour Day Shift $28.55 per hour, 80 hours bi-weekly Night Shift in exchange for Residence.
This is a bargaining unit position, in the Professional Employees Association.
All candidates must be legally able to work in Canada.
Residence
The live-in Boarding Parent receives housing in lieu of compensation for working eighty (80) Night Shift hours bi-weekly for twenty-two (22) pay periods for the duration of temporary contract. Primary residence apartment in boarding house includes 1 (or 2) bedroom apartment, with a separate entrance, with utilities and meals provided during working hours (taxable benefit).
The Residence Houses and Dining Hall are operational from September to the end of the school year and close for Christmas Break and Spring Break.
Plus
Able to compete for any future assignments, up to a 0.50 FTE (full-time equivalent) in other bargaining unit work (in a manner that complies with the Collective Agreement), in addition to the regular Boarding Parent duties.
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 Program.
St. Margaret’s School is seeking dedicated and caring individuals who are passionate about empowering girls. They will attend to the well-being of our boarding students, providing a supportive, nurturing, and inclusive environment.
Boarding House Parents engage boarding students in activities both academic and personal and ensure individual needs, strengths and talents are developed. They provide support for students and have empathy for the social and emotional issues adolescents may face in a boarding school setting.
Boarding House Parents work closely and collaborates with the Director of Boarding, Health Care Providers, Programs Coordinator, parents, and other boarding staff members to ensure continuity of care and support for students. Each of our boarding houses is home to approximately 30 students, ages 12 to 18. St. Margaret’s Boarding is home to students from many countries.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
Global Citizenship Teacher
St. Mildred's-Lightbourn School
Posted: Jul. 9, 2025
Oakville, Ontario, Canada
To support our vision of empowered young women challenging and transforming the world, we are currently seeking a passionate and globally-minded Global Citizenship Teacher to join our Global Citizenship team. Working with students from Grades 2 – 12, this unique role supports SMLS’s mission to develop courageous girls who challenge and transform the world. The ideal candidate is a passionate and forward-thinking educator with a deep commitment to developing empathetic, courageous, and compassionate global citizens. As part of the Global Citizenship Department, The Global Citizenship Teacher inspires students to engage meaningfully with their communities through programs like the Duke of Edinburgh’s International Award, Round Square, and outdoor education experiences. The Global Citizenship Teacher creates inclusive, student-centred environments where all learners thrive, and brings a collaborative, reflective approach to the work.
Library Technician
St. Mildred's-Lightbourn School
Posted: Jul. 9, 2025
Oakville, Ontario, Canada
St. Mildred’s-Lightbourn School has an opening for a dynamic and forward-thinking Library Technician who demonstrates a genuine appreciation and understanding for how young and adolescent girls learn best. A passion for working with young people, a good sense of humour, strong organizational skills, and a love of learning are essential. The Library Technician is a leader in the field of library science, technology, and innovative teaching and learning.
IB MYP & DP French Language Teacher (Gr 6-12)
Posted: Jul. 3, 2025
Victoria, British Columbia, Canada
IB MYP & DP French Language Teacher (Gr 6-12)
Regular
Internal/External Posting
Posting Date: June 29, 2025
Closing Date: July 13, 2025
Posting # 2025023
Hours
0.58 FTE projected, dependent on Enrollment
Beginning August 26, 2025
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
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).
St. Margaret’s School (SMS) is seeking an inspiring and dedicated French Language Teacher with a passion for the Diploma Years (Grade 11-12) and Middle Years (Grades 6-10) to create, implement and deliver the course curriculum to students from Grade 6 through to Grade 12.
The successful candidate will bring a strong background in evidence-based instructional practices and proven ability to create engaging, inclusive and inquiry-driven learning environments. Candidates should have demonstrated excellence in curriculum delivery in French and all areas of global language learning. Fluency in both oral and written French is essential, as well as familiarity with adaptive teaching strategies to accommodate a variety of student learning styles.
Experience teaching within the International Baccalaureate (IB) Programme in either the Diploma Years Programme (DP) or Middle Years Programme (MYP) is an essential asset. At the heart of this role is the belief in nurturing the whole child – academically, socially, and emotionally – and a desire to cultivate a classroom culture where each student feels seen, valued, and empowered to thrive. The ideal candidate will demonstrate clear and compassionate communication skills, a collaborative mindset, and a genuine enthusiasm for contributing to an environment that develops competent, confident, and courageous girls.
Our school’s motto “service with love” embraces both individual pursuits and shared responsibilities. At SMS, teachers are required to participate in the extra-curricular life of the school, thereby educating the whole person and supporting students to develop the full range of their skills, talents, and interests.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
IB MYP and DP Spanish Teacher
Posted: Jun. 30, 2025
Victoria, British Columbia, Canada
IB MYP and DP Spanish Teacher
Regular
Internal/External Posting
Posting Date: June 29, 2025
Closing Date: July 13, 2025
Posting # 2025028
Hours
0.62 FTE projected, dependent on Enrollment
Beginning August 26, 2025
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
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).
St. Margaret’s School is looking for a fluent middle school and high school Spanish teacher to instruct in the IB MYP and the IB DP. The school is seeking an individual who either currently holds certification to teach IB Spanish, or willing to participate in the relevant IB training courses as a part of this role. As a girl-centred day and boarding school, the Spanish teacher should understand the unique needs of our students, as well as the importance of inclusion and global mindedness.
The candidate is expected to be an expert in their subject area, passionate about teaching and learning and keen to work in a collaborative, team environment. This individual must demonstrate excellence in curriculum delivery and be experienced with project-based and inquiry-based learning. In addition, they must demonstrate a proven facility in creating a positive learning environment that accommodates a diversity of learning styles, abilities and interests while also ensuring excellence – in effort, participation, and skill/content knowledge. The individual in this role reports to the Vice-Principal, MYP and DP to ensure alignment with instructional practices that connect teaching and learning to meet Ministry requirements and to support the stated goals in the SMS Strategic Plan.
Our school’s motto “service with love” embraces both individual pursuits and shared responsibilities. At SMS, teachers are required to participate in the extra-curricular life of the school, thereby educating the whole person and supporting students to develop the full range of their skills, talents, and interests.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
IB PYP French Language Teacher (Gr JK-5)
Posted: Jun. 30, 2025
Victoria, British Columbia, Canada
IB PYP French Language Teacher (Gr JK-5)
Regular
Internal/External Posting
Posting Date: June 29, 2025
Closing Date: July 13, 2025
Posting # 2025023
Hours
0.69 FTE projected, dependent on Enrollment
Beginning August 26, 2025
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
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).
The successful candidate will bring a strong background in evidence-based instructional practices and proven ability to create engaging, inclusive and inquiry-driven learning environments. Candidates should have demonstrated excellence in curriculum delivery in French and all areas of global language learning. Fluency in both oral and written French is essential, as well as familiarity with adaptive teaching strategies to accommodate a variety of student learning styles.
Experience teaching within the International Baccalaureate (IB) Programme in the Primary Years Programme (PYP) is an essential asset. At the heart of this role is the belief in nurturing the whole child – academically, socially, and emotionally – and a desire to cultivate a classroom culture where each student feels seen, valued, and empowered to thrive. The ideal candidate will demonstrate clear and compassionate communication skills, a collaborative mindset, and a genuine enthusiasm for contributing to an environment that develops competent, confident, and courageous girls.
Our school’s motto “service with love” embraces both individual pursuits and shared responsibilities. At SMS, teachers are required to participate in the extra-curricular life of the school, thereby educating the whole person and supporting students to develop the full range of their skills, talents, and interests.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
IB MYP Individuals & Societies (Humanities) and Language & Literature (English) (Grades 8-10)
Posted: Jun. 30, 2025
Victoria, British Columbia, Canada
IB MYP Individuals & Societies (Humanities) and Language & Literature (English) (Grades 8-10)
Regular
Internal/External Posting
Posting Date: June 29, 2024
Closing Date: July 13, 2024
Posting # 2025026
Hours
0.99 FTE projected, dependent on Enrollment
Beginning August 26, 2025
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
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 Program.
The Individuals & Societies (Humanities) and 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. Teaching responsibilities include Social Studies, English First Peoples (Writing and Literary Studies), and Social Studies. The role emphasizes interdisciplinary learning, culturally responsive pedagogy, and the integration of Indigenous perspectives—particularly through the exploration of storytelling, identity, and place. 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. 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.
Our school’s motto “service with love” embraces both individual pursuits and shared responsibilities. At SMS, teachers are required to participate in the extra-curricular life of the school, thereby educating the whole person and supporting students to develop the full range of their skills, talents, and interests.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
IB MYP and DP Mathematics Teacher
Posted: Jun. 30, 2025
Victoria, British Columbia, Canada
IB MYP and DP Mathematics Teacher
Temporary
Internal/External Posting
Posting Date: June 29, 2025
Closing Date: July 13, 2025
Posting # 2025029
Hours
0.89 FTE projected, dependent on enrollment
Beginning August 26, 2025 to 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
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 (DP) and is exploring implementation of the Middle Years Programme (MYP) and Primary Years Programme (PYP).
St. Margaret’s School is looking for a Mathematics teacher to instruct the IB Diploma Programme Mathematics SL and HL courses and Senior School mathematics. The school is seeking an individual who either currently holds certification to teach IB Mathematics, or willing to participate in the relevant IB training courses as a part of this role. As a girl-centred day and boarding school, the IB Mathematics teacher should understand the unique needs of our students, as well as the importance of inclusion and global mindedness.
The candidate is expected to be an expert in their subject area, passionate about teaching and learning, and keen to work in a collaborative, team environment. This individual must demonstrate excellence in curriculum delivery and be experienced with project-based and inquiry-based learning. In addition, they must demonstrate a proven facility in creating a positive learning environment that accommodates a diversity of learning styles, abilities, and interests while also ensuring excellence – in effort, participation, and skill/content knowledge. The individual in this role reports to the MYP & DP Vice Principal and works in close partnership with the DP Coordinator, STEM faculty, the Director of Curriculum, and the Deputy Head of School to ensure alignment with instructional practices that connect teaching and learning to meet both Ministry and IB requirements, and to support the stated goals in the SMS Strategic Plan.
Our school’s motto “service with love” embraces both individual pursuits and shared responsibilities. At SMS, teachers are required to participate in the extra-curricular life of the school, thereby educating the whole person and supporting students to develop the full range of their skills, talents, and interests.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
IB MYP Math/Science Teacher – Grade 7
Posted: Jun. 30, 2025
Victoria, British Columbia, Canada
IB MYP Math/Science Teacher – Grade 7
Regular
Internal/External Posting
Posting Date: June 29, 2025
Closing Date: July 13, 2025
Posting # 2025025
Hours
0.92 FTE projected, dependent on Enrollment
Beginning August 26, 2025
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
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).
St. Margaret’s School is seeking a self-motivated, energetic, and team-oriented teacher to join our small and vibrant school community. As an inspiring educator, this teacher will have a passion for the Middle Years (6-8), experience in teaching Math/Science in the IB Middle Years Programme (MYP), strong instructional skills, and a commitment to improving the school through designing and implementing interdisciplinary projects that connect teaching and learning to the overall mission and vision of the school. 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.
Our school’s motto “service with love” embraces both individual pursuits and shared responsibilities. At SMS, teachers are required to participate in the extra-curricular life of the school, thereby educating the whole person and supporting students to develop the full range of their skills, talents, and interests.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
IB MYP Math/Science Teacher – Grade 6
Posted: Jun. 30, 2025
Victoria, British Columbia, Canada
IB MYP Math/Science Teacher – Grade 6
Regular
Internal/External Posting
Posting Date: June 29, 2025
Closing Date: July 13, 2025
Posting # 2025024
Hours
0.92 FTE projected, dependent on Enrollment
Beginning August 26, 2025
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
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).
St. Margaret’s School is seeking a self-motivated, energetic, and team-oriented teacher to join our small and vibrant school community. As an inspiring educator, this teacher will have a passion for the Middle Years (6-8), experience in teaching Math/Science in the IB Middle Years Programme (MYP), strong instructional skills, and a commitment to improving the school through designing and implementing interdisciplinary projects that connect teaching and learning to the overall mission and vision of the school. 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.
Our school’s motto “service with love” embraces both individual pursuits and shared responsibilities. At SMS, teachers are required to participate in the extra-curricular life of the school, thereby educating the whole person and supporting students to develop the full range of their skills, talents, and interests.
Join Our Team at St. Margaret’s School!
We look forward to welcoming talented individuals who share our commitment to excellence in all girls’ education and student development. If you have any questions or need assistance with the application process, please don’t hesitate to contact us.
Thank you for considering St. Margaret’s School as your next career destination!
To view and apply for available positions at SMS, please visit our careers page.
To submit a general application, please email your resume and a cover letter (no phone calls, please) to Human Resources at careers@stmarg.ca.
Director of Development
Posted: Jun. 30, 2025
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 Development.
Reporting to the Head of School, the Director of Development 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 Development 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.
Interested candidates should send a resume, cover letter and contact information for three professional references to Anne Gregg, Executive Assistant to the Head of School, agregg@merion-mercy.com.
More information about working at Merion Mercy Academy can be found at: www.merion-mercy.com/careers.
Deputy Head
Posted: Jun. 30, 2025
Toronto, Ontario, Canada
DEPUTY HEAD
Commencing in July 2026
Permanent – Full-Time
Located in the heart of Toronto, The Bishop Strachan School (BSS) is a world-class independent JK to Grade 12 day and boarding school for girls. Home to 960 students (75 of whom are boarders), BSS is celebrated for its welcoming community, outstanding programs, and bold vision: to be an inspirational force for women to reach their full potential as transformative leaders, shaping a brighter and more inclusive future. For more than 150 years, BSS has inspired its students to be fearless and has educated them to be leaders. Through its challenging academic program, its exceptional range of co-curricular offerings, and its outstanding faculty and staff, the school has a focus on the Signature of a BSS girl. For more information about BSS and its exciting vision for the future, please see their current strategic plan.
We are looking for a dynamic and visionary educational leader, who will be a close partner with the Head of School. The Deputy Head will ensure that the School’s Mission and Vision are realized in all programs for students fostering their academic, artistic, athletic and personal development. This perceptive and enterprising leader will champion creativity and innovation across the school, while facilitating wide administrative management of the educational program.
This role supports the School’s vision to be a world leader in girls’ education by overseeing the full student experience. Through strategic leadership, the Deputy Head will help shape an innovative and relevant academic and co-curricular program that equips students to become confident leaders.
As the Deputy Head of School you will:
● Enthusiastically engage in the realization of the school’s ambitious strategic plan, ensuring alignment with the overall mission and vision.
●Provide analytical and decision-making support to the Head, offering insights and recommendations on various strategic and operational matters.
● Energetically oversee the student experience at BSS from JK-Grade 12 in academics and student life programs, including knowledge and enthusiasm for best-in-class programs.
● Inspire, champion, articulate the value of change and drive change management processes to influence others to embrace innovation and meet goals and objectives.
● Assist in the day-to-day operations of the school, including managing budgets, allocating resources, and implementing efficient administrative processes.
● Lead the analysis of key data indicators and other relevant metrics to assess the school’s performance.
● Collaborate with the Executive Director, Human Resources in recruitment, hiring, onboarding and retention of high-quality educators, as well as in leadership development and performance management.
● Collaborates with the Executive Director, Enrolment Management on recruitment and onboarding of new students, and active retention of current students.
● Collaborates with the Executive Director, Advancement on the strategic philanthropic priorities of the school and ensuring that they align with the school’s strategic priorities and the mission.
● Participates on the Senior Leadership Team (SLT).
● Oversee student discipline and code of conduct across the whole school, including student incident reporting, and manage challenging situations with diplomacy and respect.
● Provide leadership and inspiration in fostering a culture of excellence and innovation, while cultivating leadership in others through exceptional interpersonal skills.
● Represent the School in various speaking and promotional activities and events.
● Champion inclusion and belonging in all activities to foster a positive school culture that supports the well-being and growth of each student and employee.
The ideal candidate will have a bold vision for contemporary girls’ education with the experience and knowledge of research-informed practices to champion female leadership. Key proven abilities will include exceptional interpersonal skills and experienced people management, the ability to demonstrate strong leadership and engagement with the community.
How to Apply
Interested and qualified candidates are invited to submit a cover letter and resume in a single PDF file by email to Monika Mrowinski, Senior Talent Acquisition Specialist at mmrowinski@bedfordgroup.com.
We thank all applicants for their interest; however, only those selected for an interview will be contacted.
The Bishop Strachan School is an equal opportunity employer and is committed to fostering an inclusive, barrier-free environment in accordance with the Accessibility for Ontarians with Disabilities Act (AODA). Accommodations are available throughout the recruitment process. If you require accommodation at any stage, please contact Samantha Galati, Principal at 416-963-9000 ext. 260 or by email to sgalati@bedfordgroup.com.
The Bishop Strachan School and Bedford|TRANSEARCH are committed to building a diverse and inclusive workplace where everyone feels respected and empowered to succeed. We encourage applications from all qualified individuals, including but not limited to: women, persons of colour, Indigenous peoples, persons with disabilities, members of the 2SLGBTQ+ community, and others who reflect the diversity of our communities.
Sixth Form Study Room Supervisor (Maternity Cover)
Posted: Jun. 30, 2025
Romford, Essex, United Kingdom
We are looking to appoint a Study Room Supervisor who will provide not only additional administrative support to the Sixth Form Team but also mentoring support for our Sixth Form students. We are looking for individuals who share our passion for empowering young women, and for guiding them to be the best version of themselves. You will be joining an organisation that can offer you many opportunities to progress and make a real difference.
The successful candidate will:
• Successful experience of administrative work in a busy school environment
• Ability to use Microsoft Office, including; Word, Excel. Power Point, Publisher & Outlook and other IT applications Knowledge of general school policies and procedures
• Excellent oral and written communication skills
• Ability to enthuse and inspire young women.
• Ability to work with a range of colleagues
• Knowledge of School MIS systems, preferably Bromcom
The successful candidate will become part of an oversubscribed, flourishing school for girls aged 11 to 18, with confident, courteous, articulate students and an ethos in empowerment. The school is committed to providing the best learning opportunities in a safe, secure and friendly environment with dedicated colleagues who strive for excellence.
In return we can offer you:
• Welcoming and friendly colleagues
• A stimulating and welcoming learning environment with excellent facilities, including a farm, an art gallery and our own railway
• Other further qualifications Opportunities.
• Strong links with girls’ schools in the UK and abroad through the International Coalition of Girls Schools (ICGS)
• Access to the Schools Advisory Service (SAS), the Trust’s employee well-being support and medical programme. This includes 24-hour-a-day access to a GP helpline for you and those within your household, a counselling service, stress management, weight loss programme, physiotherapy, menopause support and much more.
• Links with the local community, including our charity partner, The Trussell Trust Food Bank
• Increased priority in admission to our school for your child/ren
• Close proximity to the M25, Romford Railway Station (Elizabeth Line) and on a main bus route
For further information about this role, please email recruitment@lifeeducationtrust.com. Visits to the school are welcomed.
The Frances Bardsley Academy is a large secondary school situated in Romford, Havering. With beautiful buildings and a stunning site, the school has been recognised as ‘Ofsted Outstanding’ for Behaviour & Attitudes, Personal Development, and Leadership & Management. The school boasts a Progress 8 score of +0.39, showcasing its commitment to academic excellence. The Frances Bardsley Academy is dedicated to the growth and development of its teachers and leaders, providing ample opportunities for professional development and career progression.
At the LIFE Education Trust, our mission is ‘To build great learning communities where children flourish’. To accomplish our mission, we keep our 3 core beliefs at the heart of everything we do: Courageous Optimism, Boundless Creativity and Heartfelt Compassion. We support our schools to deliver excellent pupil outcomes, create vibrant, exciting environments and offer rewarding careers for employees.
The Trust reserves the right to interview prior to the deadline date.
We encourage and welcome applications from all backgrounds and all parts of the community, particularly people from ethnic minorities who are currently under-represented. LIFE Education Trust is an equal opportunities employer and is committed to safeguarding and promoting the welfare of children and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the DBS.
Counsellor
Posted: Jun. 25, 2025
Vancouver, British Columbia, Canada
Counsellor
Junior School
Part Time – 0.8 FTE Continuing Contract
Starting August 2025
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 invites applications from compassionate, enthusiastic and energetic Junior School Counsellors committed to providing our students with an exceptional 21st-century learning environment. The successful candidate is an articulate and caring individual who communicates with ease and demonstrates care and concern to counsel children in Grades 4-7 This role is responsible for supporting the social and emotional development of students. This individual will have opportunities to be involved in the co-curricular activities that enhance students’ experiences at school.
Qualifications:
– British Columbia Teachers’ certification or equivalent is preferred
– Teaching experience is an asset
– Master’s degree in Counselling Psychology or M.Ed in Counselling Psychology
– Previous counselling experience at the Junior School level is preferred
– Independent School experience is an asset
– Co-curricular experience is an asset
Knowledge, Skills and Experience:
– Work closely with the school leadership team, teachers and parents with respect to students’ social and emotional well-being
– Provide direct counselling to children and families
– Consult with school staff and parents
– Lead teacher and parent workshops with respect to social and emotional learning, student mental health and navigating relationships
– Participate as a member of school-based team meetings
– Provide direct instruction to students in areas such as peer helping, conflict resolution, social skills and life skills
– Provide support to colleagues who teach Health and Career Education and promote healthy school environments
– Act as liaison with community agencies and allied professionals
– Adhere to the ethical standards of the counselling profession and practice in accordance with federal, provincial, and local laws, statutes, and/or policies that relate to students and families, including child protection/child abuse, inclusion education, attendance, education rights and privacy
– Familiar with Ministry Coding with respect to behavioural designations and funding
Knowledgeable in counselling children, parents and teachers with respect to ASD, ADHD, and other exceptionalities
– Knowledge of the current research on girls and learning
– Demonstrated experience as an enthusiastic, innovative, and caring educator with 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
– Committed to continuous professional growth and improvement
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 “Buddy Program” for new employees
– 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.
Education Assistant, Senior Kindergarten
Posted: Jun. 25, 2025
Vancouver, British Columbia, Canada
Crofton House School is seeking an experienced education assistant to work with teachers in senior kindergarten. 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, abundant resources, enriching professional development opportunities, inspirational colleagues and supportive parents. 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.
Development Assistant
Posted: Jun. 24, 2025
Concord, Massachusetts, United States
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 School seeks candidates for the part-time, 12-month position of development assistant. Successful candidates will be eager to learn and grow in a fast-paced, mission-driven, and student-centered environment that values continuous improvement. The development assistant is responsible for coordinating initiatives to support outstanding communications and positive constituent engagement, while providing general administrative support to the development team. The development assistant will build strong ties among constituents and the School community. The development assistant works collaboratively with the advancement team to successfully achieve advancement goals.
Responsibilities
Constituent Engagement
– Serve as point person for development events, including PA events, Grandparents’ and Special Friends’ Day, Legacy Breakfast, and alumni events on campus.
– Serve as liaison to the Parents’ Association (PA).
– Attend all PA events.
– Meet regularly with the PA officers and committee chairs.
– Oversee parent volunteer engagement, including room parents.
– Oversee PA communication platforms.
– Serve as point person for PA nominations, elections, and onboarding.
– Maintain historical documentation of PA activities and operations for the School’s archives.
– Plan, organize, and implement volunteer recruiting, training, and orientation in coordination with colleagues.
Communications
– Utilize the database to manage data and communicate needs related to day-to-day management of donor relations.
– Coordinate gift acknowledgment letters and pledge reminders.
– Work closely with advancement team members to develop and manage communications regarding the Nashoba Brooks Fund and capital initiatives.
– Coordinate communications and project plans to ensure timely and impactful communications with all stakeholders.
– Compile, confirm, and edit alumni notes for annual Bulletin.
Office & Team Support
– Work collaboratively with the advancement team to foster a mission-driven culture of results-oriented creative problem-solving, innovative thinking, data-driven decision-making, and continuous improvement.
– Assist in the management and tracking of all Nashoba Brooks Fund gift prospects.
– Ensure that development initiatives are coordinated with all other advancement programs and plans.
– Support annual prospect research.
Goal Setting & Accountability
– Work closely with the head of school and the development team to formulate annual cascading goals linked to the School’s strategic priorities.
– Support the development team in Identifying metrics, actions, and benchmarks to achieve annual goals.
– Track and monitor progress toward annual goals; support team in identifying and implementing mid-course corrections as needed.
– Meet annual benchmarks, goals, and deliverables.
– Perform other duties as may be reasonably required; execute these duties with the understanding that some evening and weekend work is required.
Skills
– Demonstrated ability to analyze and solve problems creatively, manage confidential information, and navigate sensitive situations with skill and care.
– Demonstrated ability to work effectively with all stakeholder groups, including employees, students, alumnae/i, parents, and friends of the School.
– Demonstrated ability to manage multiple tasks both independently and as a member of a collaborative team.
– Demonstrated effective time management and project management skills.
– Highly developed computer skills, including working knowledge of Google Apps and presentation software; prior knowledge of Bloomerang preferred.
– Excellent interpersonal skills, including written and oral communication.
Qualifications
– Bachelor’s degree required.
– At least one to three years of professional experience in advancement, constituent engagement, or related field.
The person who will be successful in this role will be a collaborative team member and a creative problem solver who enjoys building connections, event planning, and project management. The development associate will model integrity, professionalism, curiosity, responsibility, optimism, creativity, humility, and respect for all persons, as well as a demonstrated commitment to advancing the School’s core values of integrity, collaboration, inclusivity, empathy, and resilience.
Salary range
$25,000 – $30,000/annually, based on experience
Application Process
Applicants should submit a cover letter, résumé, and three references to: Danielle Heard, Head of School
Email: devassist@nashobabrooks.org
Homepage: www.nashobabrooks.org
Middle School Math Teaching Fellow
Posted: Jun. 24, 2025
Concord, Massachusetts, United States
Brooks School is an independent school for all genders, age 3-Grade 3; girls, Grades 4-8. The school is committed to personal excellence in academics, athletics, and the arts within its mission of preparing students for “…a life of continuous learning, accomplishment, and leadership in a diverse and changing world.” At Nashoba Brooks, we believe that diversity enriches and strengthens community and challenges individuals to become agents of change in creating a more fair and equitable world.
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 a middle school math teaching fellow for the 2025-2026 academic year who will co-teach 50% in the math department while also supporting other aspects of the Middle School program, including advising, coaching, other student activities and supports, and coverage needs. This is a 10-month position that reports directly to the assistant head of middle school.
Responsibilities
The middle school math teaching fellow will:
– Help develop and implement curriculum, daily lesson plans, and assessments for students.
– Work closely with teachers and administration to support the educational, social and emotional development of students.
– Communicate proactively and effectively with students and parents, including participating in parent/teacher conferences.
– Participate as an active member of teaching teams to support curriculum development and integration.
– Work collaboratively with teaching team members, the director of academic support, and School counselor to identify and address student learning needs.
– Model excellent problem solving and project management skills with a commitment to viewing challenges as problems that can be solved rather than obstacles that cannot be overcome.
– Appropriately and effectively integrate technology and assessments into instruction to enhance student learning.
– Support effective communication and collaboration within the Middle School team.
Skills
Strong candidates will demonstrate:
– The ability to engage middle school students in joyful, vigorous, and inspiring learning in math.
– Excellent knowledge in teaching math to middle school students.
– Excellence in integrated curriculum development, lesson planning, technology integration, and formative use of student assessments for middle school students.
– Excellent written and oral communication skills, which include: an ability to write detailed comments on students’ progress reports, including the ability to communicate directly, effectively, respectfully and constructively with people of diverse backgrounds and experiences.
– An ability to effectively differentiate curriculum to teach students with diverse learning styles.
– Proactive teacher-parent interaction and communication.
– A proven track record of efficient project management and problem-solving skills with the ability to initiate and complete multiple tasks, independently or collaboratively, as required.
– Proficiency with technology and technology integration to support learning.
– An ability to approach challenges with energy, creativity, and flexibility in both independent and collaborative working situations.
Qualifications
– Bachelor’s Degree required; Master’s Degree preferred; minimum of two years experience teaching middle school students.
– Commitment to ongoing professional development.
The successful candidate will model professionalism, curiosity, responsibility, creativity and respect for all persons, as well as a demonstrated commitment to advancing the School’s core values of integrity, collaboration, inclusivity, empathy, and resilience.
Salary range
$50,000 -$61,000/annually based on experience
Application
Applicants should submit a cover letter and résumé to: Kaitlyn McHugh, Assistant Head of Middle School
Email: msmathfellow@nashobabrooks.org
Homepage: www.nashobabrooks.org
Lower School Homeroom (Parental Leave)/Substitute Teacher
Posted: Jun. 24, 2025
Concord, Massachusetts, United States
Mission
Nashoba Brooks School is an independent school for all genders, age 3-Grade 3; girls, Grades 4-8. The School is committed to personal excellence in academics, athletics and the arts within its mission of preparing students for “…a life of continuous learning, accomplishment, and leadership in a diverse and changing world.” Nashoba Brooks believes that diversity enriches and strengthens community and challenges individuals to become agents of change in creating a more fair and equitable world.
Summary
Nashoba Brooks School seeks candidates for the position of a homeroom parental leave and substitute teacher. The successful candidate will serve as the parental leave Kindergarten or Grade 2 homeroom teacher for the fall of 2025 and then serve as the full-time substitute teacher for the remainder of the 2025-2026 academic year. The successful candidate will possess the desire to work in a dynamic school committed to continuous learning and excellence in 21st century education. A teacher at Nashoba Brooks models the mission of the School to create a student-centered, mission-driven learning environment for students.
Responsibilities
The lower school homeroom (parental leave) and substitute teacher is responsible for:
– Creating lesson plans and developing activities that support core academic skill development.
– Demonstrating facility with creating integrated curriculum units reflecting multicultural perspectives.
– Identifying and effectively addressing issues pertaining to students, their learning and their development.
– Meeting and communicating with parents proactively and regularly through letters, updates, Curriculum Nights, email, conferences, individualized student reports and phone conversations.
– Maintaining observational records of each child.
– Participating as an active member of teaching teams to support curriculum development and integration.
– Serving as a substitute teacher in a variety of subject areas for the winter and spring terms.
– Working closely with teaching team members and the student support team to support the educational, social and emotional development of students, as well as identify and address student learning needs.
– Modeling excellent problem solving and project management skills with a commitment to viewing challenges as problems that can be solved rather than obstacles that cannot be overcome.
– Supporting effective communication and collaboration within the Lower School team.
– Actively pursuing and integrating relevant professional development opportunities.
– Supporting the School community and culture through additional duties such as student supervision, attending community events, etc.
– Engaging effectively in a dynamic learning community by demonstrating flexibility and the willingness to contribute to the broader community.
– Supporting student safety through a demonstrated commitment to emergency response training.
Skills
Strong candidates will demonstrate:
– Excellent knowledge in the teaching of early elementary school-aged children.
– Excellence in integrated curriculum development, lesson planning, technology integration, and formative use of student assessments.
– Excellent written and oral communication skills, which include: an ability to write detailed comments on students’ progress reports, including the ability to communicate directly, effectively, respectfully and constructively with people of diverse backgrounds and experiences.
– An ability to effectively differentiate curriculum to teach students with diverse learning styles.
– A passion for teaching young children, as well as a deep understanding of the social, emotional, intellectual and physical development of school-age children.
– Proactive teacher-parent interaction and communication.
– A proven track record of efficient project management and problem-solving skills with the ability to initiate and complete multiple tasks, independently or collaboratively, as required.
– Proficiency with technology and technology integration to support learning.
Experience
– Bachelor’s degree with significant coursework in elementary education required; master’s degree preferred.
– Minimum of three years of experience in elementary teaching.
– Commitment to ongoing professional development.
The successful candidate will model professionalism, curiosity, responsibility, creativity and respect for all persons, as well as a demonstrated commitment to advancing the School’s core values of integrity, collaboration, inclusivity, empathy, and resilience.
Application
Applicants should submit a cover letter and résumé to:
Tim Croft, Assistant Head of Lower School
Email: lssub@nashobabrooks.org
www.nashobabrooks.org
Associate Preschool Teacher
Posted: Jun. 24, 2025
Concord, Massachusetts, United States
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 School seeks an Associate Preschool Teacher for the 2025-2026 school year. The associate preschool teacher is a full-time position in our multi-aged Preschool and Afterschool programs. The associate preschool teacher supports the morning preschool program by partnering with a lead teacher in a classroom. During the afternoon, the associate preschool teacher supports the extended day program. Teachers at Nashoba Brooks model the mission of the School and create student-centered, mission-driven learning environments for students.
Responsibilities
The associate preschool teacher is responsible for:
– Working closely with teaching and administrative employees to support the educational, social and emotional development of students.
– Collaborating with teaching team members and the student support team to identify and support student learning needs.
– Modeling excellent problem solving and project management skills with a commitment to viewing challenges as problems that can be solved rather than obstacles that cannot be overcome.
– Supporting effective communication and collaboration within the Lower School team.
– Supporting student safety through a demonstrated commitment to emergency response training and the ability to lift and transport small children as needed.
– Collaborative planning for and facilitation of Extended Day Preschool from 12:00-4:00 p.m.
– Implementing lesson plans and assisting in developing activities that promote collaborative and integrated learning through play.
– Creating routines that recognize the importance of outdoor play.
– Assisting in maintaining observational records for each child.
– Communicating effectively with parents through informal daily interactions, email, telephone and periodic written reports.
– Actively pursuing and integrating relevant professional development opportunities.
– Supporting the School community and culture through additional duties such as student supervision, attending community events, etc.
– Engaging effectively in a dynamic learning environment by demonstrating flexibility and the willingness to contribute to the broader community.
Skills
Strong candidates will demonstrate:
– Excellent knowledge in teaching early childhood education.
– Excellence in integrated curriculum development, lesson planning, technology integration, and use of formative assessments for preschool students.
– Commitment to inspiring curiosity and creativity through play and place-based education utilizing our 30-acre campus.
– Excellent written and oral communication skills, including the ability to write detailed comments on students’ progress reports, and the ability to communicate directly, effectively, respectfully and constructively with people of diverse backgrounds and experiences.
– An understanding of a co-teaching model and commitment to open and effective communication.
– Effective differentiation of curriculum and instruction to teach students with diverse learning profiles.
– A passion for teaching young children, as well as a deep understanding of the social, emotional, intellectual and physical development of three, four, and five year-olds.
– Proactive teacher-parent interaction and communication.
– A proven track record of efficient project management and problem-solving skills with the ability to initiate and complete multiple tasks, independently or collaboratively, as required.
– Proficiency with technology and technology integration to support learning.
Qualifications
– Bachelor’s degree with significant coursework in early childhood education required.
– Minimum of three years of experience in early childhood teaching preferred.
– Commitment to ongoing professional development.
The successful candidate will model integrity, professionalism, curiosity, responsibility, creativity and respect for all persons, as well as a demonstrated commitment to advancing the School’s core values of integrity, collaboration, inclusivity, empathy, and resilience.
Application
Applicants should submit a cover letter and résumé to: Tim Croft, Assistant Head of Lower School
Email: ps@nashobabrooks.org
www.nashobabrooks.org
Lower School, 5th Grade Teacher
Posted: Jun. 20, 2025
Bethesda, Maryland, United States
The Holton-Arms School seeks a collaborative, flexible, and enthusiastic Lower School 5th grade teacher to join our Lower School Faculty and support Lower School programming for the 2025-26 school year. This is a full-time 10-month position.
Founded more than a century ago, Holton-Arms School encourages young women in grades 3-12 to approach the world with a thirst for challenge, unflinching curiosity, and a sense of responsibility to use what they learn for the greatest good. A nationally-recognized school that prioritizes purposeful connections, Holton is a vibrant place where both students and faculty are deeply engaged in the process of learning and bring tremendous spirit and passion to their work.
With a long legacy of excellence in educating girls, Holton provides students with time-tested and future-forward programming, preparing them for what the world needs next. The mission of the Holton-Arms School is to cultivate the unique potential of young women through the “education not only of the mind, but of the soul and spirit”. Founded in 1901 by two visionary women, Holton-Arms continues to cultivate a diverse, inclusive, and equitable school community; tend to the health and wellbeing of its members; and build a global curriculum that responds to the learners in its classrooms and the world around us.
The school’s aspirations and current program are rooted in Mrs. Holton’s founding vision: “My high hope is that they who enter through the ‘Open Door’ of Holton-Arms remember they felt, in the friendliness of a home, the urge to learn and the joy of overcoming obstacles as the way to happiness and the fullest life”. In this vibrant community committed to academic excellence, discovery, creativity, and joy, students are scholars, artists, and athletes who find their voices, take risks, learn from mistakes, pursue leadership opportunities, and build lifelong friendships. The school motto, Inveniam viam aut faciam (I will find a way or make one), exemplifies this spirit of agency and empowerment.
We seek applicants from diverse backgrounds, talents, and interests who share our passion for helping girls learn, grow, and thrive. Together, we are committed to cultivating the leaders of tomorrow who will make a positive impact on their communities and the world.
Position Overview
Holton-Arms is seeking a passionate, experienced, student-centered Fifth Grade teacher. This person will lead one of our three Fifth grade homerooms and create and implement the fifth-grade ELA, social studies, and math curriculum. The person will be prepared to commit to and promote the School’s Mission and the institutional priorities embodied in the School’s philosophy of Learn Well, Live Well, Lead Well, and the Diversity Mission Statement. The Fifth Grade teacher needs to inspire a passion for reading and writing amongst students using a workshop model, work closely with grade level colleagues to design integrated units, and communicate effectively with parents. The Fifth grade teacher will also be responsible for infusing the tenets of Responsive Classroom into homeroom time and academics.
Key Responsibilities
Teach Language Arts, Social Studies, and/or Math to 5th grade students
Serve as a homeroom teacher
Communicate regularly and effectively with students and parents
Work collaboratively with teachers in the grade level, division colleagues, and administrators
Commitment to creating a student-centered and competency-driven classroom
Attend regular meetings, including in-house professional development
Participate in supervisory and extracurricular duties, including chaperoning events, lunch and recess duties, and parent events.
Contribute to the Lower School community through advisory, leading clubs, or other student programming.
Flexibility and enthusiasm for working within a homeroom model (Graes 3-5) that involves teaching multiple subjects or a departmental model (Grade 6) focusing on subject specialization.
Qualifications and Experience
A Bachelor’s degree or higher in Elementary Education/Middle School
3 to 5 years of relevant teaching experience and curriculum development in upper elementary or middle school level
Demonstrated content knowledge, expertise, and ability to design and implement engaging student-centered lessons in reading, writing, and math workshop models, balanced literacy approaches, and differentiated instruction
Experience with effective classroom management and social-emotional learning methodologies (for example, Responsive Classroom)
Experience embedding Social and Emotional Learning, Diversity, Equity, Inclusion & Belonging, and Global Competencies into their curriculum
Experience leading a Homeroom and the ability to build meaningful, supportive relationships with students.
Well-developed communication and interpersonal skills.
Appreciation for the mission of a school committed to girls’ education
Proficiency with technology and digital platforms in the classroom (Canvas and Google Classroom)
Eagerness to collaborate with colleagues within and across disciplines
Commitment to continuous growth.
Proficiency in the school learning management system.
Desire to pursue ongoing professional development.
High levels of enthusiasm for teaching and learning.
Coaching experience is desired.
Salary and Benefits Information
The average salary range for this position is $70,000 to $100,000, the exact salary to be determined based on education and experience. We use a step scale to determine teacher salary. Early career teachers are initially compensated less than the listed salary range and highly experienced teachers are compensated more than the listed salary range. Additional stipends are available for coaching, certain club sponsorship, and significant commitments outside of the classroom. Benefits include health insurance with a generous employer contribution to medical, dental, and vision; life and disability insurance; 403b retirement savings with an employer match and non-elective contribution; employee assistance program, tuition remission for eligible children; professional development opportunities; paid parental leave after one year of employment; paid sick and personal days; and lunch is provided on school days.
Application Details
To be considered for this position, candidates must submit a cover letter, resume, statement of educational philosophy, and the names and contact information of three references (one of whom must be a current or most recent supervisor).
Diversity, Equity, Inclusion, and Belonging Statement
Holton-Arms cherishes the uniqueness of each of our members, including current and former students, faculty, and staff. We seek to create an inclusive environment that sees, values, and supports diverse identities and experiences, cultivates engaging discourse, and empowers our students to be thriving members of the global community.
At Holton-Arms, each of us is responsible for fostering an equitable, respectful, and just community. We are committed to:
Discovering, developing, and valuing our full authentic selves.
Deepening awareness of personal and systemic biases and being accountable for the impact of our words and actions.
Developing an understanding of the historical origins and perpetuation of systems of power and privilege.
Engaging in open and brave conversations that promote growth, understanding, connection, and agency.
Embracing every individual as essential to the community.
Director of Alumnae Relations and Reunion Giving
Posted: Jun. 20, 2025
Bethesda, Maryland, United States
The Holton-Arms School seeks a dynamic and innovative professional to lead the alumnae engagement and reunion giving program. This is a full-time, twelve-month position.
Founded more than a century ago, Holton-Arms School encourages young women in grades 3-12 to approach the world with a thirst for challenge, unflinching curiosity, and a sense of responsibility to use what they learn for the greatest good. A nationally-recognized school that prioritizes purposeful connections, Holton is a vibrant place where both students and faculty are deeply engaged in the process of learning and bring tremendous spirit and passion to their work.
With a long legacy of excellence in educating girls, Holton provides students with time-tested and future-forward programming, preparing them for what the world needs next. The mission of the Holton-Arms School is to cultivate the unique potential of young women through the “education not only of the mind, but of the soul and spirit.” Founded in 1901 by two visionary women, Holton-Arms continues to cultivate a diverse, inclusive, and equitable school community; tend to the health and wellbeing of its members; and build a global curriculum that responds to the learners in its classrooms and the world around us.
The school’s aspirations and current program are rooted in Mrs. Holton’s founding vision: “My high hope is that they who enter through the ‘Open Door’ of Holton-Arms remember they felt, in the friendliness of a home, the urge to learn and the joy of overcoming obstacles as the way to happiness and the fullest life.” In this vibrant community committed to academic excellence, discovery, creativity, and joy, students are scholars, artists, and athletes who find their voices, take risks, learn from mistakes, pursue leadership opportunities, and build lifelong friendships. The school motto, Inveniam viam aut faciam (I will find a way or make one), exemplifies this spirit of agency and empowerment.
We seek applicants from diverse backgrounds, talents, and interests who share our passion for helping girls learn, grow, and thrive. Together, we are committed to cultivating the leaders of tomorrow who will make a positive impact on their communities and the world.
Position Summary:
Reporting to the Director of Development, the Director of Alumnae Engagement and Reunion Giving will manage and execute a comprehensive alumnae engagement and milestone reunion giving program to increase alumnae connection, involvement, and giving to the school.
Responsibilities:
Manages a strategic and comprehensive reunion giving program in sync with The Holton Fund and major gift programs;
Manages a portfolio of leadership reunion prospects;
Manages an Associate to support reunion giving and engagement;
Plans and implements both in-person and virtual engaging programming. Program offerings should engage and re-engage current and prospective alumnae donors at various time-of-life stages, including but not limited to regional gatherings, social events, networking events, Reunion Weekend; and other outreach including AlumnaENews, Doorways, and social media;
Recruits and manages volunteers in order to increase their connection to the school;
Provide support, strategic mentoring, and visionary assistance to the Alumnae Board including the identification, cultivation, and recruitment of Board members; oversight of meetings; and annual review of by-laws;
Serves as staff liaison to alumnae and student organizations and programs and other designated offices/constituents of the school community including but not limited to alumnae affinity groups, Alumnae Association Board, reunion volunteers for event planning and fundraising, Boosters, classroom speakers, and Senior Projects;
Documents, updates, and standardizes operating procedures for Alumnae Engagement and Reunion Giving;
Understands and promotes best practices in independent school fundraising, including CASE’s Statement of Ethics and Principals of Practice for Fundraising Professionals at Educational Institutions and AFP’s Code of Ethics and Donor Bill of Rights; and
Understands and embraces Holton-Arms School’s mission, philosophy, and values, and, in partnership with the Director of Development establishes a culture of teamwork, trust, collegiality, and accountability within the Development team.
Desired qualities include:
Excellent oral and written communication and interpersonal skills.
Ability to handle deadline pressure and flexibility to pivot when needed.
Attention to detail, with the ability to think strategically and long-term.
Experience working with advisory boards or volunteer committees.
Ability to motivate volunteers and colleagues.
An interest and the ability to connect with alumnae with areas of interest in signature programming for the delivery of Holton’s mission.
Qualifications include:
Bachelor’s Degree with 3-5 years in independent schools, higher education, non-profit or similar professional setting working with volunteer management, alumnae or client relations, event management, fundraising, or related responsibilities.
A proven ability to balance short and long-term projects and possess excellent executive functioning and project managements skills is essential.
Working knowledge of Microsoft Office applications, Google Workspace, and ability to learn new software programs and functions including donor database and online community options. Familiarity with Raiser’s Edge and/or Veracross is desirable.
Travel is required with up to 30% of the time spent outside of the office for events or fundraising meetings.
Ability to keep information confidential.
Support the mission and values of the school.
Committed to personal and professional development.
Diversity, Equity, and Inclusion Mission Statement
Holton-Arms cherishes the uniqueness of each of our members including current and former students, faculty, and staff. We seek to create an inclusive environment that sees, values, and supports diverse identities and experiences, cultivates engaging discourse, and empowers our students to be thriving members of the global community.
At Holton-Arms, each of us is responsible for fostering an equitable, respectful, and just community. We are committed to:
Discovering, developing, and valuing our full authentic selves.
Deepening awareness of personal and systemic biases and being accountable for the impact of our words and actions.
Developing an understanding of the historical origins and perpetuation of systems of power and privilege.
Engaging in open and brave conversations that promote growth, understanding, connection, and agency.
Embracing every individual as essential to the community.
The average salary range for this position is $95,000 – $105,000, the exact salary to be determined based on education and experience. This is a full-time 12 month salary exempt position and overtime is not available. Benefits include health insurance with a generous employer contribution to medical, dental and vision; life and disability insurance; 403b retirement savings with an employer match and non-elective contribution; employee assistance program, tuition remission for eligible children; professional development opportunities; paid parental leave after one year of employment; paid sick and personal days; and lunch is provided on school days.
To be considered for this position, candidates must submit a cover letter, resume, and the names and contact information of three professional references (one of whom must be a current or most recent supervisor).
Director of Donor Relations
Posted: Jun. 20, 2025
Bethesda, Maryland, United States
The Holton-Arms School seeks a collaborative, creative, and thoughtful professional to join our dynamic and highly successful development staff. This is a full-time, twelve-month position.
Founded more than a century ago, Holton-Arms School encourages young women in grades 3-12 to approach the world with a thirst for challenge, unflinching curiosity, and a sense of responsibility to use what they learn for the greatest good. A nationally-recognized school that prioritizes purposeful connections, Holton is a vibrant place where both students and faculty are deeply engaged in the process of learning and bring tremendous spirit and passion to their work.
With a long legacy of excellence in educating girls, Holton provides students with time-tested and future-forward programming, preparing them for what the world needs next. The mission of the Holton-Arms School is to cultivate the unique potential of young women through the “education not only of the mind, but of the soul and spirit.” Founded in 1901 by two visionary women, Holton-Arms continues to cultivate a diverse, inclusive, and equitable school community; tend to the health and wellbeing of its members; and build a global curriculum that responds to the learners in its classrooms and the world around us.
The school’s aspirations and current program are rooted in Mrs. Holton’s founding vision: “My high hope is that they who enter through the ‘Open Door’ of Holton-Arms remember they felt, in the friendliness of a home, the urge to learn and the joy of overcoming obstacles as the way to happiness and the fullest life.” In this vibrant community committed to academic excellence, discovery, creativity, and joy, students are scholars, artists, and athletes who find their voices, take risks, learn from mistakes, pursue leadership opportunities, and build lifelong friendships. The school motto, Inveniam viam aut faciam (I will find a way or make one), exemplifies this spirit of agency and empowerment.
We seek applicants from diverse backgrounds, talents, and interests who share our passion for helping girls learn, grow, and thrive. Together, we are committed to cultivating the leaders of tomorrow who will make a positive impact on their communities and the world.
Position Summary:
Reporting to the Director of Development, the Director of Donor Relations is responsible for leading effective acknowledgement, recognition, and stewardship for Holton-Arms School.
Responsibilities:
Support the mission and values of the school
Oversees strategy for Development’s programmatic stewardship and engagement of the school’s donors and volunteers;
Supports portfolio managers and school leadership, in devising and delivering personalized stewardship communications; including but not limited to first-time donors, lapsed/renewed donors, and donor volunteers;
Devises and orchestrates collateral, programs, and events to steward leadership, major, loyalty, lifetime, and planned gift donors;
Partners with senior level administrative offices to ensure that standard operating procedures are followed for stewardship and cultivation; and shares information
Manages and oversees acknowledgement strategies for The Holton Fund, restricted, endowed, scholarship, term fund, capital gifts, and event donors;
Leads production of the Donor Report and manages the webpage.
In partnership with the Director of Development and Director of Advancement Services:
Manages annual stewardship reporting for annual giving, endowed funds, term funds, and named facilities;
Drafts quarterly pledge reminders and supports in ensuring donors fulfill their commitment;
Manages database tracking of awards, scholarships, naming opportunities on campus;
Manages stewardship of constituents connected to student and faculty/staff awards, including invitations to awards ceremonies and follow-up correspondence about award recipients; and
Coordinates, maintains, and updates catalog of donor-affiliated plaques on campus in the database.
In partnership with the Director of The Holton Fund: oversees stewardship and communications for all annual giving donors to support retention;
In partnership with Admissions, manages financial-aid endowed funds and reports stories of impact to the donors of the respective funds;
In partnership with the Business Office:
Oversees endowed fund agreements and restricted-operating fund processes; and
Supports organizational auditing procedures through management of acknowledgements and ensures IRS compliance.
In partnership with Major Gifts:
Manages all donor-relations aspects of various events including the school’s leadership event, groundbreakings, ribbon cuttings, loyalty/scholarship events.
In partnership with Communications and Marketing:
Creates mailings including postcards and invitations; and donor stewardship emails.
In partnership with Facilities:
Support event setup and breakdown, and install plaques.
In partnership with faculty and staff:
Reports designated and restricted-operating gifts and ensures donors are stewarded; and
Collaborates to develop impact stories to share with the school’s donors.
Prepares Development staff, and fundraising volunteers for cultivation, solicitation, and stewardship visits;
Collaborates with Development staff to ensure strong relationships among constituents and between constituents and the school, education of constituents about why philanthropic support is necessary and warranted, and effective communication of the School’s appreciation for and impact of contributions made by donors;
Prepares stewardship efforts for the Advancement Committee and other volunteer committee meetings as requested and appropriate;
Documents, updates, and standardizes operating procedures for donor relations.
Understands and promotes best practices in independent school fundraising, including CASE’s Statement of Ethics and Principals of Practice for Fundraising Professionals at Educational Institutions and AFP’s Code of Ethics and Donor Bill of Rights; and
Understands and embraces Holton-Arms School’s mission, philosophy, and values, and, in partnership with the Director of Development establishes a culture of teamwork, trust, collegiality, and accountability within the Development team.
Qualifications
The successful candidate will have three or more years of experience in advancement with a track record of stewardship and donor relations success.
Bachelor’s degree is required.
In addition to specific job-related skills, the candidate will be team-oriented, collaborative
Excellent written and verbal communication skills
Flexible in an ever-changing environment
Ability to motivate colleagues and volunteers.
Working knowledge of Google Workspace, and ability to learn new software programs and functions including donor database and online community options. Familiarity with Raiser’s Edge and/or Veracross is desirable.
Ability to keep information confidential.
Committed to personal and professional development
Diversity, Equity, and Inclusion Mission Statement
Holton-Arms cherishes the uniqueness of each of our members including current and former students, faculty, and staff. We seek to create an inclusive environment that sees, values, and supports diverse identities and experiences, cultivates engaging discourse, and empowers our students to be thriving members of the global community.
At Holton-Arms, each of us is responsible for fostering an equitable, respectful, and just community. We are committed to:
Discovering, developing, and valuing our full authentic selves.
Deepening awareness of personal and systemic biases and being accountable for the impact of our words and actions.
Developing an understanding of the historical origins and perpetuation of systems of power and privilege.
Engaging in open and brave conversations that promote growth, understanding, connection, and agency.
Embracing every individual as essential to the community.
The average salary range for this position is $95,000 – $105,000. This is a 12 month full-time salary exempt position. Overtime is not available. Benefits include health insurance with a generous employer contribution to medical, dental and vision; life and disability insurance; 403b retirement savings with an employer match and non-elective contribution; employee assistance program, tuition remission for eligible children; professional development opportunities; paid parental leave after one year of employment; paid sick and personal days; and lunch is provided on school days.
To be considered for this position, candidates must submit a cover letter, resume, and the names and contact information of three professional references (one of whom must be a current or most recent supervisor) at www.holton-arms.edu/about/employment
Advancement Administrative Assistant
Posted: Jun. 20, 2025
Bethesda, Maryland, United States
The Holton-Arms School seeks a collaborative, detail oriented, and organized professional to join our dynamic and highly successful development team immediately. This is a full-time, twelve-month position.
Founded more than a century ago, Holton-Arms School encourages young women in grades 3-12 to approach the world with a thirst for challenge, unflinching curiosity, and a sense of responsibility to use what they learn for the greatest good. A nationally-recognized school that prioritizes purposeful connections, Holton is a vibrant place where both students and faculty are deeply engaged in the process of learning and bring tremendous spirit and passion to their work.
With a long legacy of excellence in educating girls, Holton provides students with time-tested and future-forward programming, preparing them for what the world needs next. The mission of the Holton-Arms School is to cultivate the unique potential of young women through the “education not only of the mind, but of the soul and spirit.” Founded in 1901 by two visionary women, Holton-Arms continues to cultivate a diverse, inclusive, and equitable school community; tend to the health and wellbeing of its members; and build a global curriculum that responds to the learners in its classrooms and the world around us.
The school’s aspirations and current program are rooted in Mrs. Holton’s founding vision: “My high hope is that they who enter through the ‘Open Door’ of Holton-Arms remember they felt, in the friendliness of a home, the urge to learn and the joy of overcoming obstacles as the way to happiness and the fullest life.” In this vibrant community committed to academic excellence, discovery, creativity, and joy, students are scholars, artists, and athletes who find their voices, take risks, learn from mistakes, pursue leadership opportunities, and build lifelong friendships. The school motto, Inveniam viam aut faciam (I will find a way or make one), exemplifies this spirit of agency and empowerment.
We seek applicants from diverse backgrounds, talents, and interests who share our passion for helping girls learn, grow, and thrive. Together, we are committed to cultivating the leaders of tomorrow who will make a positive impact on their communities and the world.
Position Summary:
The Holton-Arms School seeks a collaborative, detail oriented, and organized professional to join our dynamic and highly successful development team. Reporting directly to the Director of Development, this full-time, salaried, exempt position represents the Advancement Center as a first point of contact. The person will assist the Director of Development and work collaboratively with members of the development team serving as a key partner in the office. The Administrative Assistant supports all development functions, including fundraising, constituent relations and advancement services.
General Responsibilities:
Assure discreet and confidential handling of all business
Participate in annual planning and implementation of goals and objectives in development and communications offices
Support and staff events as required
Maintain positive, professional working relationships with all school constituencies
Perform other duties as assigned by the Director of Development
Support the mission and values of the school
Administrative Assistant Responsibilities
Serve as the initial point of contact for visitors to the Advancement Center
Field and route telephone calls from the main Advancement Center line
Assist with ongoing database projects such as updating constituent records; coding constituents; entering new information; lost alumnae research; assisting with research and profiles for Head of School and Director of Development
Serve as a key partner to the Director of Development providing administrative support including management of various development calendars; compiling items for staff meeting agendas; maintaining the Development Office budget; and coordinating expenses and reimbursements for the Director
Assist Program Directors in managing office activities
Carry out special projects, as needed
Coordinate all office mailings for successful distribution
File/scan correspondence and maintain Advancement Center files as needed
Manage Hang-Up (gently used uniforms)
Manage returned mail process and distribute daily incoming mail throughout the school
Assist with committee meetings, constituent meetings, phonathons, and special events including but not limited to Reunion Weekend, Blue White Night, Giving Days, and the Used Book Sale
Qualifications:
Bachelor’s degree and/or at least three years of progressively responsible professional experience in administrative functions
Integrity, warmth, confidence, a positive outlook, a solid work ethic, detail oriented, and a good sense of humor
Commitment to provide a high level of professional service to internal and external customers
Proven ability to balance short and long-term projects with excellent executive functioning and project management skills
The ability to work collaboratively to organize, prioritize, and successfully execute multiple concurrent tasks; to anticipate needs and take action accordingly, and to perform with a high degree of initiative
Demonstrated excellent interpersonal, verbal, and written communications skills
Ability to maintain confidentiality, act with discretion, and maintain a high level of performance in a fast-paced work environment
Enjoy working as part of a team, trying new initiatives, and comfortable with flexibility
Presence onsite Monday through Friday 7:45 a.m. to 4 p.m., with occasional evening and weekend assignments as needed
Strong proficiency in Google Workspace
Ability to upgrade technical skills in order to meet changes in job requirements
Experience with customer relationship management (CRM) software such as Raiser’s Edge, Veracross, Sales Force, or similar product is preferred
Experience in a development/fundraising setting is preferred
Committed to personal and professional development
Diversity, Equity, and Inclusion Mission Statement
Holton-Arms cherishes the uniqueness of each of our members including current and former students, faculty, and staff. We seek to create an inclusive environment that sees, values, and supports diverse identities and experiences, cultivates engaging discourse, and empowers our students to be thriving members of the global community.
At Holton-Arms, each of us is responsible for fostering an equitable, respectful, and just community. We are committed to:
Discovering, developing, and valuing our full authentic selves.
Deepening awareness of personal and systemic biases and being accountable for the impact of our words and actions.
Developing an understanding of the historical origins and perpetuation of systems of power and privilege.
Engaging in open and brave conversations that promote growth, understanding, connection, and agency.
Embracing every individual as essential to the community.
The average salary range for this position is $60,000 to $70,000, the exact salary to be determined based on education and experience. This is a full-time 12 months position that is salary exempt. Overtime is not available for this position Benefits include health insurance with a generous employer contribution to medical, dental and vision; life and disability insurance; 403b retirement savings with an employer match and non-elective contribution; employee assistance program, tuition remission for eligible children; professional development opportunities; paid parental leave after one year of employment; paid sick and personal days; and lunch is provided on school days.
To be considered for this position, candidates must submit a cover letter, resume, and the names and contact information of three references (one of whom must be a current or most recent supervisor) at www.holton-arms.edu/about/employment
Associate Teacher, Junior School (Kindergarten – Grade 7)
Posted: Jun. 20, 2025
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.
Upper School Learning Specialist
Posted: Jun. 20, 2025
New York, New York, United States
Job Title: Upper School Learning Specialist
Department: Upper School Faculty
FLSA Status: Exempt
The Hewitt School – New York, NY
ABOUT HEWITT
Established in 1920 and located in New York City, The Hewitt School is an independent K-12 girls’ school whose mission is to inspire girls and young women to become game changers and ethical leaders who forge an equitable, sustainable, and joyous future. Hewitt empowers and expects our community members to embrace multiple points of view, to engage others with empathy and integrity, and to champion equity and justice in all areas of our lives. As a community, Hewitt is fully committed to a culturally diverse faculty, staff, and student body.
POSITION SUMMARY
The Hewitt School is seeking a full time upper school learning specialist for the 2025-2026 school year.
ESSENTIAL FUNCTIONS/RESPONSIBILITIES
Manage all student evaluations and create and implement student education learning plans (which include learning accommodations)
Develop and implement effective and engaging individual and small group instruction to support a wide range of learning challenges
Use your knowledge of adolescent development to connect with students and build positive relationships with students and their families
Coach and serve as a resource for upper school teachers in the implementation of effective teaching practices supported by research on girls’ education
Teach semester-long ninth grade seminar focused on executive functioning, time management, active reading and notetaking, communication, and self-advocacy
Serve as a member of the upper school student support team
Maintain confidentiality and communicate with discretion
Manage and organize multiple projects simultaneously with excellent attention to detail
Train as Services for Students with Disabilities (SSD) coordinator with the expectation of taking on this role in the 2026-2027 school year
Apply for, advocate for, and coordinate student accommodations and testing through College Board and ACT
Communicate effectively and proactively with students, colleagues, and families
QUALIFICATIONS REQUIRED
Demonstrated commitment to anti-bias education and social justice
Master’s degree in education with a specialization in special education or literacy
Experience with upper school social-emotional learning and a deep appreciation for student-centered, inquiry-based, and culturally responsive teaching practices
Experience working with upper school students
QUALIFICATIONS DESIRED
Knowledge of and experience working in an independent school
Experience in special education mathematics
Inquiry-based pedagogy
Culturally responsive approach to teaching
Fluency in multiple student-centered instructional approaches
Experience working with College Board and ACT
Proficient with Mac platforms; comfortable with technology or demonstrated ability to learn quickly
Commitment to student life
Proven dedication to professional growth and purpose-driven practice
Professional practice and ability to model contemplation as part of intellectual exploration
SALARY RANGE
Starting Salary Range: $75,000 to $105,000 (salary based upon, but not limited to, relevant experience and expertise)
TO APPLY: Please submit a resumé, cover letter, and examples of previous relevant work via our applicant tracking portal. Cover letters should reflect a careful reading of The Hewitt School’s website, including the School’s academic philosophy. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration.
IMPORTANT INFORMATION
The Hewitt School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the School not to discriminate on the basis of any category prohibited by applicable federal, New York State and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination.
Director of Primary School Admission
Posted: Jun. 19, 2025
Summit, New Jersey, United States
Kent Place School seeks an experienced, dynamic, and collaborative Director of Primary School Admission to lead the enrollment process for students entering Junior Pre-K through Grade 5. This position reports directly to the Chief Enrollment and Strategy Officer on strategic admission and communication initiatives that ensure the enrollment of mission-aligned students, as well as partners with the Admission Team in overseeing all-school admission strategy and implementation plans. This is a full-time, 12-month position.
Primary responsibilities include the creation, evaluation, and implementation of the Primary School admission process to ensure an effective and a mission-aligned experience for families; partnering with the Director of Primary School on all aspects of the admission process; collaborating with the Admission Team on the recruitment process from inquiry to decision, planning and executing Admission events; and assisting with navigating families through the financial aid process. Please see the full job-description here.
Requirements: A minimum of 5-8 years of experience in admission, communications, education, or marketing, preferably in a school or nonprofit environment; knowledge and understanding of the admission and financial aid process, and the unique qualities of independent girls’ schools; experience working with preschool and primary school-aged children and their families; exceptional interpersonal skills with both adults and children; comfort and fluency with technology and digital tools; and experience working with diverse communities and a strong commitment to diversity and inclusivity.
Please submit a cover letter and resume to apply on our employment portal.
Kent Place School is an equal-opportunity employer. We seek candidates who support the development of a school community that is culturally competent, a working environment that is affirming and inclusive, and where each member feels safe and valued, as described in our Diversity statement.
Salary Range: $85,000-$100,000
Benefits include:
● Medical, Dental, and Vision Insurance
● 403b Retirement Plan with matching employer contributions
● Short and Long-Term Disability Insurance
● Group and Voluntary Life Insurance
● Aflac Supplemental Benefits
● Medical and Dependent Care Flexible Spending Accounts
● Employee Assistance Program
● Tuition remission benefits for employees’ children attending KPS
● Tuition reimbursement for employees
● Summer program discounts for children of employees
● Professional development opportunities for faculty and staff
● Employee Health & Wellness Program
● Pet insurance
● Financial counseling by Fiducient
● Paid Time Off
● On-campus housing opportunities
Junior School Principal
St. Mildred's-Lightbourn School
Posted: Jun. 19, 2025
Oakville, Ontario, Canada
To support our vision of empowered young women challenging and transforming the world, St. Mildred’s-Lightbourn School is currently seeking a values-driven and equity-minded Junior School Principal to lead a dynamic learning community. Reporting to the Associate Head of School, Learning & Innovation, and as a member of the school’s Senior Leadership Team, the Junior School Principal is responsible for setting Junior School vision, direction and strategies, achieving high academic standards and advancing forward-thinking approaches to teaching and learning, contributing to high enrolment and retention in the Junior School, providing inspiring and relational leadership to all Junior School faculty, and overseeing overall operations of the Junior School.
ESOL Teacher
Posted: Jun. 19, 2025
Pittsfield, Massachusetts, United States
Applications Accepted Starting June 16, 2025
Application Review Starting June 23, 2025
The ESOL (ESL) Teacher is a collaborative and innovative educator who actively participates in delivering a curriculum that both develops a solid foundation in the English language and inspires students to become global citizens and lifelong language learners. We desire a teacher who advocates for the students and mission of our institution. Miss Hall’s School 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
● Teach four classes of ESOL
● Provide extra help sessions in conjunction with the Academic Skills Center
● Assist in administering placement tests for incoming students
● 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.
Salary benchmarked with NAIS medians and commensurate with experience
Please note, at this time, Miss Hall’s School is unable to sponsor visa applications for candidates for employment in the 2025-26 school year.
Director of Campaigns and Strategic Engagement
Posted: Jun. 19, 2025
New York, New York, United States
Job Title: Director of Campaigns and Strategic Engagement
Department: Advancement
FLSA Status: Exempt
The Hewitt School – New York, NY
ABOUT HEWITT
Established in 1920 and located in New York City, The Hewitt School is an independent K-12 girls’ school whose mission is to inspire girls and young women to become game changers and ethical leaders who forge an equitable, sustainable, and joyous future. Hewitt empowers and expects our community members to embrace multiple points of view, to engage others ith empathy and integrity, and to champion equity and justice in all areas of our lives. As a community, Hewitt is fully committed to a culturally diverse faculty, staff, and student body.
POSITION SUMMARY
The director of campaigns and strategic engagement will serve as a key leader within the advancement office, responsible for developing and executing comprehensive fundraising campaigns and fostering meaningful relationships with the School’s alumnae, parents, and other supporters. This role requires strategic thinking, exceptional communication skills, and a passion for engaging the Hewitt community to enhance philanthropic support and drive initiatives that align with the School’s mission and goals.
ESSENTIAL FUNCTIONS/RESPONSIBILITIES
Campaign Strategy and Execution
Support the planning, development, and implementation of annual and multi-year fundraising campaigns, including capital campaigns and special initiatives
Develop campaign messaging and materials that effectively communicate the School’s vision, priorities, and impact on students and the community
Monitor campaign progress and performance metrics, making necessary adjustments to strategies to achieve fundraising goals
Strategic Engagement
Build and maintain strong relationships with alumnae, current and former parents, and other key stakeholders to enhance engagement and support
Develop and implement strategies for donor recognition and stewardship, ensuring supporters feel valued and informed about the impact of their contributions
Recruit, train, and oversee volunteers to support fundraising and alumnae engagement efforts, including the establishment of a class representative program
Collaboration and Leadership
Work closely with the director of advancement and other team members to align fundraising strategies with overall advancement goals
Lead and mentor staff within the team, fostering a collaborative and results-driven work environment
Collaborate with the marketing and communications team to ensure cohesive messaging and branding across all fundraising initiatives
Research and Analysis
Conduct research to identify potential new donors and fundraising sources and establish strategies for outreach and engagement
Analyze data on donor trends and campaign performance to inform future initiatives and improvements
Budget Management
Develop and manage budgets related to campaigns and engagement efforts, ensuring efficient use of resources and alignment with financial goals
QUALIFICATIONS REQUIRED
Demonstrated commitment to anti-bias education and social justice
Bachelor’s degree in communications, marketing, nonprofit management, or related field
Minimum of five years of experience in fundraising, campaign management, or donor relations, preferably in an educational or nonprofit setting
Proven track record of successful campaign management and fundraising
Exceptional written and verbal communication skills, with the ability to articulate the School’s mission and impact effectively
Strong interpersonal skills and the ability to build relationships with diverse stakeholders
Proficiency in fundraising software and CRM systems, along with a solid understanding of data analysis techniques
Strong organizational skills and impeccable attention to detail, with the ability to manage multiple projects simultaneously
QUALIFICATIONS DESIRED
Inquiry-based pedagogy
Master’s degree preferred
Proficient with Mac platforms; comfortable with technology or demonstrated ability to learn quickly
Commitment to student life
Proven dedication to professional growth and purpose-driven practice
Professional practice and ability to model contemplation as part of intellectual exploration
SALARY RANGE
Starting Salary Range: $130,000 to $145,000 (salary based upon, but not limited to, relevant experience and expertise)
TO APPLY: Please submit a resumé, cover letter, and examples of previous relevant work via our applicant tracking portal. Cover letters should reflect a careful reading of The Hewitt School’s website, including the School’s academic philosophy. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration.
IMPORTANT INFORMATION
The Hewitt School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the School not to discriminate on the basis of any category prohibited by applicable federal, New York State and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination.
Director of Lower School Enrollment and Outreach
Posted: Jun. 16, 2025
Bryn Mawr, Pennsylvania, United States
Founded in 1888, The Baldwin School is an all-girls college preparatory, independent day school, PK-12, dedicated to a tradition of excellence in education. In a nurturing atmosphere that reflects socioeconomic, ethnic and religious diversity, our students 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.
Department: The Baldwin School, Office of Enrollment Management
Position Title: Director of Lower School Enrollment and Outreach
FLSA Classification: Exempt
Reports To: Chief Enrollment Management Officer
Summary:
The Director of Lower School Enrollment plays a critical leadership role in representing The Baldwin School to prospective families interested in our Early Childhood Center and Lower School. As part of a dynamic and high-performing enrollment team, the Director will spearhead initiatives to attract, engage, and retain mission-aligned families. This includes managing the admissions process, building community relationships, and developing recruitment and enrollment events. The successful candidate will bring warmth, initiative, and exceptional communication skills to the role, serving as an enthusiastic advocate for all-girls education and a trusted ambassador to families with young children.
Major Responsibilities:
Design and implement strategic initiatives to grow and sustain enrollment in Pre-Kindergarten through Grade 5 by identifying and engaging qualified families;
Serve as the primary contact for prospective families exploring enrollment in Pre-Kindergarten through Grade 5, offering expert guidance throughout the admissions process;
Build and maintain strong relationships with feeder schools, preschools, educational consultants, and community organizations to raise awareness of Baldwin and enhance its reputation in local and regional markets;
Collaborate with internal teams to develop programming and retention strategies that support a seamless student experience and foster long-term engagement;
Plan, coordinate, and participate in campus tours, student visits, and recruitment events both on and off campus, ensuring a welcoming and informative experience for all participants;
Lead the Lower School Admission Committee in evaluating applicants, including coordinating interviews, testing, and the review of supporting materials;
Partner with the Director of Enrollment Operations and the Director of Financial Aid to ensure admissions and financial aid records are accurate, complete, and maintained with discretion;
Represent Baldwin at school fairs, community events, and other outreach opportunities to broaden visibility and cultivate interest among diverse audiences;
Actively pursue professional growth and stay informed about trends in independent school enrollment and early childhood education through participation in regional and national organizations; and
Contribute to the overall goals of the Enrollment Management Office and perform other duties as assigned by the Chief Enrollment Management Officer or Head of School.
Professional Competencies and Qualifications:
A bachelor’s degree is required; a master’s degree is preferred;
A minimum of 3-5 years of relevant experience in admissions, education, or a related field;
A genuine enthusiasm for all-girls education and a clear ability to convey its value to prospective families;
Direct experience working with children and families in a school setting is highly preferred;
Strong organizational skills, attention to detail, and the ability to manage multiple priorities in a fast-paced environment;
Excellent interpersonal, written, and verbal communication skills; confident and effective in both one-on-one and group settings;
A proactive, customer-service mindset and comfort with goal-oriented, relationship-based outreach;
A warm, engaging communication style and the ability to connect authentically with both children and parents;
Ability to foster a culture of collaboration, creativity, and shared purpose among colleagues and campus stakeholders;
Proficiency in Microsoft Office and familiarity with student information systems; experience with Blackbaud is preferred;
Discretion and professionalism in managing sensitive information; and
Availability for occasional evening and weekend events and travel, as required.
Interested candidates, please send 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/1526202-409023.html
Director of Technology
Flintridge Sacred Heart Academy
Posted: Jun. 16, 2025
La Canada Flintridge, California, United States
Summary: Reporting to the President, the Director of Technology is a highly motivated individual who provides vision and leadership in all areas of technology across the school. The Director oversees strategic planning, implementation, integration, and ongoing maintenance of the school’s technology infrastructure and systems.
The ideal candidate is a “people person” who takes an active interest in the culture and community of Flintridge Sacred Heart and aligns departmental priorities with the rhythms of the academic year. Experience in an educational setting is essential to understanding how technology supports instructional goals, school operations, and community engagement. This position supervises the Network Administrator, Help Desk Support Technician, Database Systems Administrator, and a network of vetted external vendors.
Commitment to Diversity and Inclusion: Diversity is a vital element of Flintridge Sacred Heart Academy’s mission to educate young women for a life of faith, integrity, and truth. At FSHA, we strive to create and sustain a vibrant, inclusive community and value the uniqueness of each individual as a reflection of the diversity of God’s creation.
Essential Job Functions:
Oversee all school-wide technology, including the 1:1 laptop program.
Develop and implement a strategic technology plan aligned with the school’s mission, academic goals, and institutional priorities.
Lead the Help Desk support team to ensure prompt, thorough resolution of technical issues with high levels of user satisfaction.
Manage the annual technology budget, technology assets, and inventory systems.
Collaborate with department heads and other key stakeholders to ensure technology initiatives meet academic and operational needs, and explores the responsible use of emerging technologies—including artificial intelligence—to enhance learning, streamline operations, and support data-informed decision-making.
Oversee the school’s cybersecurity practices and maintain disaster recovery and business continuity plans.
Develop, update, and enforce technology policies and procedures related to legal, ethical, and effective use of technology by students, faculty, and staff.
Stay current with trends, research, applications, and best practices in educational technology, IT infrastructure, cybersecurity, and data privacy.
Identify training needs and coordinate faculty and staff development programs to support the use of new tools and platforms.
Assist with onboarding during New Faculty Orientation and New Student Orientation.
Serve as chair of the Technology Committee and participate in Academy Administration, the high school administrative team, and other leadership groups as needed.
Supervise the Technology Department, including the Network Administrator, Help Desk Support Technician, and Database Systems Administrator, and oversee the work of approved third-party vendors.
Oversee school-wide applications and information systems used by faculty, staff, and students.
Perform other duties as assigned by the President.
Education and Experience
Bachelor’s degree, preferably in Computer Science or a related field; Master’s degree preferred.
Minimum of five years of related experience, including PC and Mac support, systems and network administration, and IT leadership.
Demonstrated leadership and project management skills, including the ability to prioritize tasks, meet deadlines, and manage budgets.
Strong interpersonal, communication, and customer service skills.
Experience with educational technologies, including implementation and user training.
Proficiency with Windows Server environments, wired and wireless networking, and Cisco infrastructure.
Experience with Mosyle or similar MDM systems.
Familiarity with Google Workspace for Education and Blackbaud systems preferred.
Experience managing a small team and external vendors.
Working Characteristics
Mission Alignment: Demonstrates leadership grounded in the values and spirit of a Flintridge Sacred Heart education.
Organization: Ability to multitask, attend to detail, and communicate work progress clearly and consistently.
Communication: Strong written and verbal communication skills; able to develop and present content to individuals and groups.
People Skills: Builds and maintains positive, respectful relationships with employees, students, parents, alumnae, and other school stakeholders.
Initiative: Shows a proactive, team-oriented attitude and commitment to continuous improvement.
Learning Posture: Maintains a growth mindset, stays current with developments in educational technology, and participates in professional development opportunities.
Physical and Environmental Conditions
Must be able to sit, stand, walk, climb stairs or ladders, and use hands for computer work.
Must be able to lift and carry up to 20 pounds.
Requires simultaneous/repetitive use of hands for data entry.
Strong sensory skills (sight, hearing, and speech) required.
Must have the mobility necessary to access workspaces across campus, including technology labs and server rooms.
Commitment to Diversity and Inclusion: Diversity is a vital element of Flintridge Sacred Heart Academy’s mission to educate young women for a life of faith, integrity and truth. At Flintridge Sacred Heart, we seek to create and sustain a vibrant, inclusive community and we value and appreciate the uniqueness contained within each person so as to honor the diversity of God’s creation.
Equal Employment Opportunity: Flintridge Sacred Heart Academy is an equal-opportunity employer. We evaluate all applicants without unlawful consideration of race, color, age, religion, gender, marital status, disability, veteran status, or any other characteristic protected by applicable law.
Annual Giving Manager
The Nightingale Bamford School
Posted: Jun. 16, 2025
New York, New York, United States
The Nightingale-Bamford School is seeking candidates for the position of annual giving manager to join the school’s advancement team. The role will manage projects and initiatives that support the success of the annual fund, the Nightingale Fund. Reporting to the assistant director of institutional advancement, the annual giving manager will advance the continued growth of the Nightingale Fund, with a focus on compelling content development and effective management of the Parent Class Agent program.
The successful candidate will be a motivated, highly collaborative, and enthusiastic team-player who is eager to take part in a dynamic and fast-paced fundraising program.
This is a full-time, 12 month exempt position. This position is eligible to work from home one day a week, with additional remote possibilities during the summer months and when school is not in-session.
RESPONSIBILITIES INCLUDE (but are not limited to):
● Grow and develop a comprehensive annual giving program–advancing strategies that drive participation and dollar goals–including the development of annual appeals, including print and digital
● Manage and maintain a dynamic network of Nightingale Fund Parent Class Agents to enhance engagement and increase donor participation across all divisions. Responsibilities include recruitment, training, analyzing participation metrics, and providing active updates and outreach materials
● Develop and execute plans in support of giving days (Giving Tuesday and Nightingale Gives)
● Craft clear and cohesive messaging to support all aspects of annual giving—spanning social media, email campaigns, volunteer materials, training guides, and website content
● Collaborate with colleagues to implement volunteer and donor stewardship initiatives
● In collaboration with the database coordinator, ensure donor records are up to
date; build and maintain tracking systems to monitor volunteer progress and
identify growth opportunities
● Evaluate opportunities to recruit and engage Nightingale Fund volunteers across
constituencies (grandparents, parents of alumnae, etc.) and support their efforts
● Support the production of the Annual Report
● Staff evening and occasional weekend events and attend early morning meetings
as needed
● Additional duties and responsibilities as needed or assigned by the Assistant
Director of Advancement
QUALIFICATIONS:
● Bachelor’s degree
● 4–5 years of professional experience in nonprofit fundraising, preferably in
independent schools or higher education
● Results-oriented professional with a passion for developing authentic
relationships and working in a mission-driven and team-oriented environment
● Excellent organizational, project management, and written and verbal
communication skills
● Experience working with fundraising databases (Raiser’s Edge preferred), and a
familiarity with key fundraising metrics
● Demonstrated attention to detail, professionalism, and the ability to maintain
confidentiality with sensitive information
● Must demonstrate cultural competence and the ability to work effectively with
individuals from diverse backgrounds and all levels of the school community
● Possess a high level of initiative with a proven ability to work both independently
and in a team environment that values collaboration
● Effective time-management skills and the ability to work within deadlines
● Ability to multi-task in a fast-paced environment
SALARY RANGE
In compliance with NYC’s Pay Transparency Act, the salary range for this position
is $85,000–$100,000, commensurate with experience. When extending an offer,
Nightingale considers a range of factors including, but not limited to: the
position’s scope and responsibilities, the candidate’s experience and training,
key skills, internal peer equity, and market/organizational considerations.
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, 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.
Director of Annual Giving & Leadership Gifts
Posted: Jun. 13, 2025
Dallas, Texas, United States
Position Description:
The Director of Annual Giving & Leadership Gifts is an integral part of advancement and progress towards strategic priorities at Hockaday. The Director of Annual Giving & Leadership Gifts is responsible for all aspects of the School’s Annual and Planned Giving efforts, as well as special donor stewardship events and projects and other development projects. In addition, the Director of Annual Giving & Leadership Gifts is charged with strategically and systematically growing the number of Leadership Annual Fund Donors at each of the leadership levels.
Essential Functions:
Primary job duties and responsibilities include:
Implement a comprehensive, year-long strategic annual giving solicitation strategy
Raise the necessary revenue to attain the pre-established annual goals
Strategically and systematically grow the number of leadership level Annual Fund Donors at each of the leadership levels in order to meet rising goals set by the Board of Trustees and School Leadership
Reach annual goals for trustees, parents, and alumnae, as well as grandparents, past-parents, and faculty and staff
Prepare reports and analytics to monitor annual giving revenue and budgets
Track all donor pledges, payments, and payment schedules
Effectively identify new and steward new and existing leadership donors to the Annual Fund
Manage a major gift portfolio for both the Annual Fund and other strategic development initiatives, as directed
Solicit and manage Annual Fund campaigns relating to all constituencies (parents, alumnae, grandparents, past parents, trustees, faculty, staff, etc.)
Manage all direct mail vendors, online giving platforms, and wealth screening services
Manage student philanthropy education and senior internship program
Manage special Annual Fund efforts such as North Texas Giving Day and the spring Annual Fund Green Out Challenge
Recruit and manage over 120 fundraising volunteers from a variety of constituencies
Manage all Annual Fund related events (e.g., volunteer trainings, letter signings, phonathons, and leadership donor stewardship events)
Work with the communications team to produce all Annual Fund marketing materials, graphics, and community wide messages
Manage department website updates
Manage production of the endowment report and all endowment reporting to endowment fund donors; work to identify new, potential endowment donors and fund holders
Manage various donor stewardship special projects, student thank you notes, and gifting efforts
Manage and grow the School’s Planned Giving 1913 Society and Planned Giving website.
Support Unrestricted Fundraising efforts through coordination of naming opportunities, volunteer management, and donor prospects
Manage all campaign and general campus donor signage
Stay abreast of trends in giving and translate trends to the independent school environment
Maintain a clear understanding of the Gift Acceptance Policy and any other Board and institutional policies applicable to the work of the Office of Development and External Affairs
Manage Annual Giving Manager(s), Stewardship and Special Events Coordinator, and Temporary Support, as needed.
Manage the state registration process for charitable solicitations
Other duties as assigned
Qualifications/Experience:
Undergraduate degree required
10-15 years Annual Fund and Major Gift experience required
Experience in a Development Office
Excellent volunteer management skills essential
Excellent organizational skills and affinity for detail essential
Excellent written and oral communication skills
Strong Microsoft Office skills
Raisers Edge skills preferred
Demonstrated ability to manage multiple projects, to set priorities and meet deadlines, and to be flexible
Some night and weekend work required
Some travel required
Must successfully complete background screening and verification
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.
Training:
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 Staff 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
Occasionally required to move around the office and campus; works at a desk for extended periods of time
Ability to occasionally move items across the campus/classroom/office
Sometimes works in a stressful environment, effectively dealing with a wide variety of challenges, deadlines, and a varied and diverse array of contacts with stamina to maintain attention to detail despite interruptions
Ability to periodically work flexible hours to 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.
Mathematics Teacher
Posted: Jun. 13, 2025
Pittsfield, Massachusetts, United States
Mathematics Teacher
Applications Accepted Starting 6/10/2025
Application Review Starting 6/18/2025
Miss Hall’s School seeks a full-time Mathematics Teacher for the 2025-26 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.
Salary benchmarked with NAIS medians and commensurate with experience
Coordinator of Student Leadership and Community Learning
Posted: Jun. 13, 2025
Vancouver, British Columbia, Canada
Coordinator of Student Leadership and Community Learning
Senior School
Full Time – 1 year Contract
Starting August 2025
Reports to: Vice Principal of Student Life and Belonging
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:
Working alongside the Student Life and belonging team, this person will build the community learning and leadership profile within the senior school. The successful candidate will work with students, teachers and staff to build a program that develops the skills and aptitudes for our community to live out our motto, Not For Ourselves alone.
Qualifications:
– Bachelor of Education
– Risk management training is an asset
– British Columbia Teachers certification or equivalent
– Five years teaching experience is preferred
– Community-based involvement and engagement is an asset
Responsibilities:
– Develops Community Partnership & Programs for Student Leadership
– Creates and implements a plan for student civic responsibility, experiential learning, and leadership development
– Researches and cultivates strategic partnerships with local and global community-based organizations and schools in order to facilitate volunteer, internship, leadership opportunities for students (Grades 8 – 12)
– Develops, manages, evaluates, and improves long-term partnerships and initiatives that connect to, and enrich the curriculum
– Works with Senior School faculty and staff to develop community service and work-integrated learning internships to support the Career education program
– With support from staff sponsors, guides and mentors the student exec team to coordinate school-wide learning opportunities (i.e. assemblies, classroom inquiry projects, Spark Day and Spark block) and action-projects to deepen learning about issues including gender equity, reconciliation, anti-racism, environmental sustainability, the UN Sustainable Development goals
– Develops modules of learning supporting student leadership development that contribute to a certificate or microcredential upon graduation
– May teach a Senior School course
Administers Experiential Learning Opportunities
– Administers community engagement programs, school-wide, issues-driven assemblies, Duke of Edinburgh Program, international exchange and excursions, student leadership initiatives, wellness and community initiatives and work-integrated learning internships
– Supports community service initiatives across the grades (8-12)
– Deepens the school’s approach to experiential learning with stakeholders including partnering with the CLC12 teacher to create opportunities for the Work-integrated learning program
– Creates, monitors, administers, and evaluates the effectiveness of partnerships, international excursions
– Coordinates the international exchange program and supports national & international excursion process
Other Duties
– May be required to teach Senior School classes
– Will serve the role of Senior School Teacher Advisor
Knowledge, Skills and Experience:
– Demonstrated experience in developing and overseeing experiential programs
– Fluency in several languages an asset
– Demonstrated commitment to the growth and advancement of global education and community-based programs experiential learning
– Experience with facilitating issues-based conversations with high school age students
– Demonstrated cultural awareness, including knowledge of themselves and cultural lenses they bring to interactions
– Excellent communicator
– Outstanding organizational skills
– Ability to participate in a national or international excursion as needed
– Energy, flexibility, creativity, and a sense of humour
Faculty at YHS are provided with the following:
– A diverse and inclusive work environment
– Access to exceptional resources
– A robust peer Mentorship Program
– Comprehensive 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.
Middle School Learning Specialist (2025-2026 SY)
Posted: Jun. 13, 2025
Dallas, Texas, United States
Position Description:
The Hockaday School is seeking a full-time Middle School Learning Specialist to join the PK-12 Learning Support Team comprised of learning specialists, counselors, and the Director of Learning Support. The function of the Learning Support Team is to promote excellence through best practices in inclusive teaching and learning for all Hockaday students. Responsibilities for this full-time position include teaching, supporting students with a focus on learning, and participating in school-based activities, as requested. This position reports to the Head of Middle School and is a member of the Learning Support Department overseen by the Director of Learning Support.
Essential Functions:
The Middle School Learning Specialist will collaborate with the Director of Learning Support and faculty to provide support to provide enhanced access to learning. Responsibilities include the following:
Teach Learning Skills classes with a focus on executive functioning and study skills
Provide leadership and collaborate with faculty in teaching students with diverse learning profiles
Serve as a resource within the community of Middle School students, faculty, and parents
Promote best practices in learning within classroom settings and instructional leadership
Work within the Middle School and Learning Support teams as a collaborative and respectful colleague, with the ability to maintain confidentiality
Support students with approved learning plans through meetings, as needed, between parents, students, and teachers
Attend Guidance Team and other administrative and departmental meetings
Maintain a current understanding of and proficiency with assistive technologies that promote brain-compatible learning
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
Other duties as assigned
Qualifications/Experience:
An advanced degree with a focus on learning differences, neurodevelopment, executive dysfunction, instruction and/or learning
Teaching experience in math and/or reading at the middle school level preferred, ideally in independent schools
Experience working with students with learning differences, preferably in a rigorous academic setting
Strong organizational skills and ability to mentor and coach executive functioning skills
Background and interest in guiding a program for students in which all students experience success in learning
Demonstrated leadership and facilitative skills
Experience with standardized testing and knowledge of learning needs and related legalities
Proficiency with various uses of technology
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
Training:
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.
Human Resources Manager
Flintridge Sacred Heart Academy
Posted: Jun. 13, 2025
La Canada Flintridge, California, United States
Summary: Reporting directly to the President, the Human Resources Manager provides consistent and effective administration of all human resources functions including general operations, recruitment and training, compensation and evaluation, benefits administration, compliance, employee relations and other risk management responsibilities.
Essential Job Functions:
Manage day-to-day operations of the human resources functions to ensure compliance with federal and state laws, Archdiocesan requirements, and school policies.
Develop and communicate policies and procedures that support compliance and all HR related functions.
Assist Director of Finance & Operations with agenda items, follow up, etc.
Be readily available to listen and provide counsel for employee questions and concerns.
Maintain personnel files for employees, coaches, and temps in compliance with applicable legal requirements.
Maintain appropriate records of benefit plan participation, personnel transactions such as new hires, coaches, promotions, transfers, performance reviews, terminations and employee statistics.
Prepare and conduct employee onboarding and separation processes.
-Performance Management and Employee Relations
Support leadership in sustaining a mission-oriented culture that emphasizes integrity, quality, continuous improvement, and high performance.
Coordinate coaching support & training for supervisors as needed.
Ensure legal and effective performance write-ups, termination processes.
Deliver regular performance management and legal compliance training for supervisors.
Communicate performance review timeline and materials to employees and ensure timely completion of documentation by supervisors. Ensure supervisors deliver performance reviews to their direct reports.
– Compensation Planning
Assist the Director of Finance and Operations with salary surveys and make recommendations to maintain a competitive compensation package.
Participate in/lead annual compensation decision process with Director of Finance and Operations.
Work with the Business Office to prepare employee contracts and compensation letters.
Work with the Business Office to ensure accurate and timely payroll.
Review attendance records on a semi-monthly basis.
– Compliance
Ensure compliance with all applicable laws and regulations, including coordination of Sexual Harassment Prevention training for supervisors and Child Abuse prevention training for all employees, including coaches.
Assist in the administration, interpretation and application of personnel policies and procedures. Recommend improvements and/or changes. Update the Employee Handbook, generally on an annual basis.
Lead investigation of employee complaints or charges.
Consult with outside legal counsel on employment law matters, as necessary.
– Recruitment and Training
Create, update, and maintain all job descriptions. Recommend job classifications.
Work with supervisors to develop and execute recruitment plans.
Monitor progress towards diverse workforce goals; review diversity recruitment strategies.
Implement searches for all positions: post ads, screen resumes, conduct phone interviews, schedule in-person interviews, consult with supervisors about leading candidates, check references, perform background checks, issues offer letters, follow up on offers of employment.
Recruit for temporary staffing needs.
Conduct new employee (including new coach) orientations. Ensure that new hire paperwork is completed.
Identify training needs and develop programs to meet the needs of both management and faculty/staff within Professional Development policy guidelines.
– Benefits Administration
Oversee the employee benefits program and the annual open enrollment. Organize meetings, coordinate and prepare materials. Work closely with brokers and benefit providers.
Perform benefits administration, including claims resolution, family status change, and communicating benefit information to employees.
Respond to benefit questions as well as provide assistance and support to employees with special or unusual circumstances.
Manage the processes for workers compensation claims and leaves of absence.
Perform retirement plan administrator duties.
Other Job Functions: Other duties as assigned such as safety and security administration and assistance with the disaster recovery plan.
– Skills, Knowledge, and Abilities:
Microsoft Office – Proficient in Word, Excel and PowerPoint.
Google Workspace – Proficient in productivity and collaboration tools (such as Gmail, Drives, Calendar, etc.).
Financial Management – Basic working knowledge of budget management practices.
Technology – Comfortable with technology. Able to apply technology solutions to improve efficiency of HR processes. Proficient with internet searches, online job posting, and use of social media for recruiting. Experience with Paycom a plus.
Problem Solving & Analysis – Adept at identifying problems, able to conduct appropriate analysis and reach effective solutions commensurate with level of responsibility.
Office Administration – Strong ability to process paperwork timely, maintain effective filing systems, etc.
– Working Characteristics:
Mission: Must possess a spirit open to the pursuit of faith, integrity and truth.
Organization: Must possess ability to multitask, attend to detail, organize work effectively, meet deadlines and report status of work in a regular and systematic fashion; strong project management skills are essential.
Communication: Must possess excellent written and verbal communications skills; ability to develop and present presentations to both small and large groups.
People Skills: Strong interpersonal and social skills. Must seek to create and maintain positive relationships with employees, parents, alumnae, donors and other school constituencies encountered.
Initiative: Must possess the ability to proactively initiate, participate and follow through in strategic planning matters and on work assigned. Positive attitude and teamwork perspective is essential.
Learning Posture: Must maintain a learning posture, embrace change and individual and institutional growth. Expected to participate in professional development training and the annual employee retreat.
– Physical and Environmental Conditions:
Requires a majority of time (up to 70%) to be spent sitting.
Some standing required and the ability to lift, carry and/or pull at least 10 pounds.
Adverse movements required such as reaching overhead, bending, or crouching.
Simultaneous/repetitive use of both hands is required for writing and data entry.
Excellent sensory skills are important (sight, hearing and speech).
– Commitment to Diversity and Inclusion
Diversity is a vital element of Flintridge Sacred Heart Academy’s mission to educate young women for a life of faith, integrity and truth. At Flintridge Sacred Heart, we seek to create and sustain a vibrant, inclusive community and we value and appreciate the uniqueness contained within each person so as to honor the diversity of God’s creation.
– Equal Employment Opportunity
Flintridge Sacred Heart Academy is an equal-opportunity employer. We evaluate all applicants without unlawful consideration of race, color, age, religion, gender, marital status, disability, veteran status, or any other characteristic protected by applicable law.
Math and Science Teacher – Junior/Intermediate (Contract)
Posted: Jun. 13, 2025
Toronto, Ontario, Canada
St. Clement’s School is currently looking for a Teacher to join our School teaching Grade 6 and 9 Math and Grade 7 Science on a full-time basis for the 2025-2026 school year. This is a one-year contract position which starts with a New Staff Orientation day on August 21, 2025.
The Teacher is passionate about making a difference in the lives of our students and is responsible for planning, preparation, and teaching Math and Science at the Junior/Intermediate 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.
Middle School Mathematics Teacher
The Nightingale Bamford School
Posted: Jun. 11, 2025
New York, New York, United States
Middle School Mathematics Teacher
The Nightingale-Bamford School seeks an experienced and innovative educator to join our Math Department and Middle School Division for the 2025–2026 academic year.
The ideal candidate will have a deep understanding of and passion for teaching young adolescents. They should be well-versed in a range of pedagogical approaches, including but not limited to inquiry-based and project-based learning. Candidates must be eager to collaborate closely with colleagues to design and implement an engaging and rigorous curriculum. A key responsibility of this role will be working with the Math Department to build and shape a new Middle School math curriculum.
At Nightingale, we value curiosity, creativity, and continuous growth—for our students and our faculty. Applicants should demonstrate a commitment to inclusive teaching practices, ongoing professional development, and active participation in the life of the school community.
All faculty are expected to:
Uphold and model the school’s values of equity, inclusion, and belonging
Contribute meaningfully to community life beyond the classroom
Collaborate effectively with colleagues across departments and divisions
This position reports to the Math Department Chairs and the Head of Middle School.
This is a full time, exempt, 10-month position starting August 25, 2025.
REQUIRED QUALIFICATIONS:
Bachelor’s degree, preferably in Education or Mathematics
At least three years or more of middle school teaching experience
Experience in differentiating instruction involving reinforcing and extending skills for students
Understanding or growing knowledge of competency-based teaching and learning
Must be highly analytical and possess a strong attention to detail
Effective communication skills, both orally and written; an ability to communicate complex issues, as well as to maintain open communication channels with relevant stakeholders
Ability to set and execute goals that align with the strategic vision of the department
The successful candidate will be highly organized, self-motivated, detail-oriented, creative, strategic, professional and able to manage multiple projects under tight deadlines.
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
A passion for developing deep conceptual understanding of mathematical concepts, as well as student application of concepts learned
Demonstrated cultural competence and an ability 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
High professional and ethical standards for handling confidential information.
Flexibility and initiative combined with the skills for thriving in a team environment to achieve institutional goals
Exceptional interpersonal skills and an ability to work collaboratively with all levels of constituents
Excellent time-management skills.
SALARY RANGE:
In compliance with NYC’s Pay Transparency Act, this position’s salary range is $70,000-$110,000 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.
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.
Learning Specialist
Posted: Jun. 11, 2025
Pittsfield, Massachusetts, United States
Learning Specialist
Applications Accepted Starting 6/10/2025
Application Review Starting 6/18/2025
The Academic Skills Center (ASC) promotes academic, cognitive, and personal growth in all Miss Hall’s School students and is a resource for the adult members of the School community as well as for students. We are seeking a collaborative educator who will work closely with the Director of the Academic Skills Center to serve our students and to collaborate with educators to provide individualized academic support and meet the needs of all students. Miss Hall’s School 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 + Responsibilities
• Bachelor’s degree (master’s preferred) in a related field, with experience working as a Learning Specialist at the high school or college level
• Provide ongoing individualized academic support and coaching for identified students
• Collaborate with administration, faculty, and families to support students with learning differences
• Partner with the Director of the ASC to create and implement individual learning plans for students in need of academic support
• Act as a resource and provide professional development for faculty in the areas of learning differences, executive functions, and cognitive skill-building
• 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.
Salary benchmarked with NAIS medians and commensurate with experience
Chemistry and Mathematics Teacher
Posted: Jun. 11, 2025
Pittsfield, Massachusetts, United States
Chemistry and Mathematics Teacher
Applications Accepted Starting 6/10/2025
Application Review Starting 6/18/2025
Miss Hall’s School seeks a full-time teacher to instruct courses in Chemistry and Mathematics beginning with the 2025-26 school year. A collaborative, inspiring, and innovative educator, a Miss Hall’s school teacher actively participates in delivering a curriculum that emphasizes a solid foundation in their specific courses while integrating hands-on activities and laboratory-based experiences. Advocating for the students and mission of Miss Hall’s School is at the core of our teaching practices. A teacher will teach four full-year courses and hold office hours when a student needs support. The candidate may also be asked to perform other teaching-related duties, such as advising, working on a committee, or working on curriculum development. 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 is preferred
• A bachelor’s degree in a science or math-related field is required; a chemistry-related degree is preferred.
• Knowledge base and comfort with teaching mathematics up through Precalculus
• 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.
Salary benchmarked with NAIS medians and commensurate with experience.
French Teacher
Posted: Jun. 11, 2025
Vancouver, British Columbia, Canada
French Teacher
Junior School
Continuing Contract
Starting August 2025
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 enthusiastic, innovative and qualified French 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 learning, and a strong understanding of how girls learn best in a second language classroom. This individual enjoys working collaboratively as part of a friendly and professional team and will have opportunities to be involved in the co-curricular activities that enhance students’ experiences at school.
Qualifications
– Fluency in the four language competencies (listening, speaking, reading, writing) at, or near, the level of a native speaker of French is essential
– Bachelor of Education
– Master’s degree in French or equivalent is an asset
– British Columbia Teachers’ certification or equivalent
– Five years of elementary teaching experience preferred
– Familiarity with AIM is an asset
– Independent School experience is an asset
– Coaching and/or co-curricular experience is an asset
Knowledge, Skills and Experience
– Strong knowledge of British Columbia French Curriculum
– Knowledge and experience in small group instruction
– Knowledge of the current research on girls and learning
– Demonstrated experience as an enthusiastic, innovative, and caring educator with a commitment to diversity and inclusion
– 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
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 Buddy Program (for onboarding)
– Comprehensive 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.
Director of Marketing and Communications
Forest Ridge School of the Sacred Heart
Posted: Jun. 11, 2025
Bellevue, Washington, United States
The Director of Marketing and Communications is the strategic leader and chief storyteller for Forest Ridge School of the Sacred Heart. This senior leadership role is responsible for designing and implementing an integrated marketing and communications strategy that advances institutional goals across enrollment, development, alumnae engagement, and community outreach.
A creative thinker with analytical rigor, the Director of Marketing and communications ensures that the Forest Ridge brand is consistent, compelling, and mission-aligned across all platforms. This role oversees digital and print communications, brand strategy, media relations, and crisis response, while elevating the visibility and reputation of Forest Ridge both regionally and nationally.
Key Responsibilities:
– Strategic Leadership Responsibilities
– Brand & Messaging Oversight
– Publications & Print Media
– Digital Strategy & Content Creation
– Enrollment, Advancement & Community Collaboration
– Media & Crisis Communications
– Team Leadership & Management
Assistant Director of Alumni & Community Engagement
Forest Ridge School of the Sacred Heart
Posted: Jun. 11, 2025
Bellevue, Washington, United States
Forest Ridge School of the Sacred Heart seeks a strategic, relationship-driven, and highly collaborative Assistant Director of Alumni and Community Engagement to strengthen and expand the school’s alumni network and lead inclusive, mission-aligned community experiences that deepen connection and inspire philanthropy.
As a vital member of the Advancement team, the Assistant Director plays a central role in cultivating a lifelong culture of belonging—connecting students and alumni across generations and designing experiences that bring together current families, alumni, past parents, and friends of Forest Ridge. This individual will develop and implement engagement strategies, drive compelling alumni communications across digital platforms, manage volunteer outreach, and help plan signature community events that foster pride, celebration, and shared purpose.
We’re looking for someone who combines thoughtful planning with dynamic execution—someone who thrives on meaningful relationships, understands the power of storytelling, and can translate connection into action. This is an exciting opportunity for a mission-aligned professional to make a lasting impact at a school rooted in Sacred Heart values and committed to forming leaders of conscience.
Assistant Crew Coach
Posted: Jun. 9, 2025
Bryn Mawr, Pennsylvania, United States
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.
Now, more than ever, an all-girls education provides students an invaluable opportunity at a crucial time of their development and helps girls become confident, successful, and resilient young women. At Baldwin, our experience and commitment to an all-girls environment make us experts in how girls learn, thrive, and succeed in school and life.
The Baldwin School is seeking a qualified Assistant Crew Coach for the 2025-25 season.
Under the direction of the Director of Athletics, the successful candidates will possess a genuine love and knowledge of their sport and understand how to teach, mentor and motivate student-athletes. In addition, the ability to lead collaboratively and creatively is essential.
A Baldwin Coach:
Is student-centered, embraces school life, and shows it through positive actions and interactions
Consistently maintains high standards for their work and motivates others to achieve the same standard of excellence
Fosters a positive culture by being collaborative, optimistic, approachable, selfless, and flexible
Embodies our core values of Learning, Respect, Responsibility, Compassion, and Honesty
Qualifications:
Bachelor’s degree
Competitive background and previous experience in coaching required
Knowledge of appropriate safety measures to ensure the well-being of student-athletes
Excellent interpersonal, communication, time management, and organizational skills
Ability to attend all team practices, meetings, and games
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/1521125-409023.html
Director of Advancement
Posted: Jun. 6, 2025
Kensington, Maryland, United States
POSITION SUMMARY:
The Academy of the Holy Cross seeks a mission-driven and relational Director of Advancement to lead and grow a
comprehensive advancement program. The Director serves as the school’s chief fundraiser and ambassador for
engagement and philanthropy.
The ideal candidate is an experienced frontline fundraiser who finds joy in building authentic relationships,
managing a robust portfolio of approximately 90 leadership and major gift prospects, and cultivating a culture of
giving. This individual will lead a dynamic three-person advancement team and will serve on the President’s
Strategy Team and work closely with the President, Board of Trustees, and community partners to advance the
school’s strategic and philanthropic goals.
MISSION AND CORE VALUES:
The Academy of the Holy Cross, a Catholic College preparatory school sponsored by the Sisters of the Holy Cross
since 1868, is dedicated to educating young women in a Christ-centered community which values diversity. The
Academy is committed to developing women of courage, compassion and scholarship who responsibly embrace the
social, spiritual and intellectual challenges of the world.
All faculty and staff must demonstrate a commitment to the Core Values of the Academy: community, Catholic
identity, academic excellence, educating the whole person, tradition, diversity, leadership, single-sex education,
environment, and communication.
KEY RESPONSIBILITIES
Fundraising and Donor Engagement:
• Personally manage a portfolio of approximately 90 leadership and major gift prospects, including current
parents, alumnae, past parents, and friends of the Academy.
• Lead the planning and execution of the Annual Fund, special campaigns, and targeted fundraising initiatives
• Partner with the President on major gift solicitations and board engagement
• Plan and execute donor strategies (moves management), including identification, cultivation, solicitation,
and stewardship.
Community and Alumnae Engagement:
• Serve as a visible, enthusiastic presence in the AHC community and at key events.
• Strengthen relationships with alumnae through programming, events, communications, and personal
outreach
• Develop meaningful engagement opportunities for current and past families, alumnae, and community
members
• Foster a strong culture of philanthropy rooted in the Academy’s mission and legacy.
Team Leadership and Strategy
• Supervise and support three advancement professionals: Assistant Director of Alumnae and Family
Engagement, Database Manager and Advancement Associate.
• Provide mentorship, guidance, and performance feedback to ensure professional growth and a high
functioning team
• Develop and implement a strategic advancement plan aligned with institutional priorities.
• Partner with the Board’s Advancement Committee and participate in Board meetings as needed
Communications and Operations:
• Oversee advancement communications and donor materials in collaboration with the Director of Strategic
Communications and Marketing.
• Ensure accurate and timely donor records, prospect tracking, and reporting using the school’s advancement
database (e.g., Raiser’s Edge or similar).
• Monitor fundraising performance and provide regular updates to school leadership and stakeholders.
• Assist with all mailings (digital and print)
Qualifications:
• Bachelor’s degree required; advanced degree or CFRE certification preferred
• Minimum of 5-7 years of successful experience in advancement, with a strong track record of frontline
fundraising and major gift work.
• Demonstrated experience managing a portfolio of donors and meeting or exceeding fundraising goals
• Excellent interpersonal and relationship-building skills with donors, volunteers, and colleagues.
• Experience leading a team with a collaborative and supportive management style.
• Strong organizational, written, and verbal communication skills
• Commitment to the mission of Catholic education and the empowerment of young women.
• Proficiency in donor database systems (Raiser’s Edge or similar) and Microsoft/Google Office Suite
Personal Attributes:
• Passion for building community and advancing mission through relationships and philanthropy
• Strategic thinker and doer who thrives in a fast-paced, mission-driven environment.
• Enthusiastic, warm, and engaging presence with the ability to inspire others.
• High degree of integrity, discretion, and professionalism.
• A sense of humor is preferred.
TO APPLY:
PLEASE SUBMIT A COVER LETTER AND RESUME TO
AHCHR@ACADEMYOFTHEHOLYCROSS.ORG
Mathematics and Computer Science teacher
Posted: Jun. 6, 2025
Wilmette, Illinois, United States
Position: Professional Educator
The base salary range for this position is $47, 235 – $68, 476, depending on years of experience and degrees.
Requirements: An Illinois Professional Educator License in good standing.
Preferred: High school teaching experience
Position Overview
The Professional Educator functions in accordance with the policies and procedures of Regina Dominican and is directly accountable to the Curriculum Leader. The Professional Educator will work within the daily schedule at Regina Dominican; core hours are 7:30 a.m. to 3:30 p.m.
Roles and responsibilities
Teach assigned sections, plan lessons and design performance assessments.
Supervision of study hall or other area
Participate in professional development opportunities and department meetings.
Support school-wide and departmental academic initiatives.
Participates in Professional Learning Community team meetings weekly, using a collaborative and data-informed protocol to examine evidence of student learning at the highest levels.
Regularly observes other teachers in order to improve their own practice
Participates in professional organizations; acquires additional information through courses, workshops, and other growth opportunities; keeps up-to-date in professional reading; strives to maintain and improve professional competence.
Manifests a positive attitude toward professional responsibilities; strives to reflect a positive image of the school and the teaching profession.
Works to ensure that the classroom and school cultures are inclusive, respectful, culturally competent, and welcoming to all students and colleagues.
Supports the school philosophy and educational outcomes.
Discharges professional responsibilities conscientiously; handles confidential materials in a professional manner.
Upholds and enforces school rules and administrative regulations.
Displays cooperative, respectful, and positive relationships with administrators, faculty, staff, students and their parents.
Shows sensitivity and flexibility in working with adolescents; is available and approachable.
Effectively and proactively communicates with students and their parents as necessary relative to the performance of students.
Responds promptly to requests from Student Services personnel and parents for information about student progress.
Sets, maintains, and encourages high academic standards for students.
Participates in an ongoing process of developing curricular outcomes, programs, and course syllabi.
Participates in department meetings, sectional meetings, faculty meetings, and staffings as scheduled.
Makes suggestions for change or improvements through appropriate channels as needed.
Substitutes for colleagues in emergency situations.
Accepts responsibility for co-curricular activities.
Performs service assignments effectively.
Arrives on time for school, classes, required meetings, and other assigned responsibilities.
Maintains accurate and complete records as required.
Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
Additional duties as assigned by the Principal.
Full Time Theology Teacher
Villa Maria Academy High School
Posted: Jun. 6, 2025
Malvern, Pennsylvania, United States
We are seeking a Theology teacher. Ideally someone who is a practicing Catholic that upholds and supports the teachings of the Roman Catholic Church. The Teacher should have at least a Master’s degree in the study of theology or religious studies from an accredited college or university and/or experience providing instruction in high school Theology. The candidate should be capable of teaching a diverse range of subjects within the discipline. In addition to proven success with instructional strategies across a wide range of teaching methodologies, successful candidates will possess the following proficiencies:
• A commitment to the Catholic identity of Villa Maria Academy and the mission of the IHM charism.
• Willingness to work with Mission & Ministry, on retreats, liturgies, outreach, etc.
• Demonstrated dedication and collaboration to help foster a love of oral and written communication.
• Proven fluency and willingness to use technology to enhance instructional delivery, including teaching in a virtual environment and one-to-one instruction.
• Ability to conduct ongoing assessment of student growth and progress and modify instructional methods and curriculum to fit individual needs of students of varying levels and abilities.
• Continuing acquisition of professional knowledge and pedagogy including current developments in the discipline by attending seminars, workshops, or other professional development opportunities.
• Learning and utilizing the school’s learning management and student information systems for accurate and complete record-keeping, grading, and reporting for all student activities, achievement, and attendance as required.
• Providing an advisory role to help guide students with course management, study skills, and social development.
• Have an interest in supervision of co-curricular responsibilities, as available.
Education and Experience:
• At least a Master’s degree in the study of Theology or Religious Studies from an accredited college or university and/or experience providing instruction in high school Theology.
If interested, please submit a cover letter, resume and school application found on the school website (https://www.vmahs.org/about-villa-maria/employment) to Mrs. Josephine Zabat, Human Resources Manager, Villa Maria Academy HS, hrvma@vmahs.org.
Grade 7 Teacher
Posted: Jun. 6, 2025
Vancouver, British Columbia, Canada
Grade 7 Teacher
Junior School
Full Time – Continuing Contract
Starting August 2025
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 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 7 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
– Elementary / Intermediate school qualification
– 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 British Columbia Curriculum
– Experience in teaching language arts and social studies is essential
– Experience in differentiating instruction and adapting teaching methods to meet the diverse needs of students
– 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 portfolio 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.
Director of Inclusive Learning and Student Success
Posted: Jun. 6, 2025
Chatham, Virginia, United States
Chatham Hall seeks an experienced, compassionate, and student-centered Director of Inclusive Learning and Student Success to join our vibrant academic community. The ideal candidate will be deeply committed to empowering young women through personalized, inclusive learning practices and will work collaboratively with faculty and families to help each student thrive.
This is a 10-month, full-time position offering a competitive salary, benefits package, and may include campus housing
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. We value curiosity, creativity, and community, and our faculty are key partners in delivering a transformative educational experience.
Position Summary
The Director of Inclusive Learning and Student Success supports students with diverse learning profiles and collaborates with faculty to implement effective instructional strategies. This individual plays a vital role in student success by promoting self-advocacy, differentiated instruction, and evidence-based interventions.
Key Responsibilities
Student Support & Instruction
Assess students’ learning profiles and develop Individualized Learning Plans (ILPs).
Provide targeted, small-group and one-on-one academic support.
Use assessment data to monitor progress and adjust interventions.
Promote executive functioning, metacognition, and self-advocacy skills.
Faculty & Family Collaboration
Partner with the leadership team, teachers, advisors, and student success coordinators to design and implement classroom accommodations.
Serve on Attrition Risk Management Team
Summarize psychoeducational evaluations for faculty and enrollment team.
Communicate regularly with families to share progress, recommendations, and strategies.
Advise families on external support and testing when needed.
Professional Development & Program Leadership
Serve as a resource for faculty on learning differences and instructional best practices.
Lead or support training sessions on differentiated instruction and inclusive classroom strategies.
Stay current with developments in educational psychology, assistive technology, and learning theory.
Maintain documentation of interventions, ILPs, and communications.
Qualifications & Desired Experience
Required:
Bachelor’s degree in Special Education, Educational Psychology, or a related field.
Minimum 4 years of experience as a learning specialist or in a similar student support role.
Deep understanding of IEP/504 plan processes and accommodation implementation.
Experience working with psychoeducational evaluations and formal assessments.
Strong communication, collaboration, and organizational skills.
Preferred:
Master’s degree in Special Education, Learning Disabilities, or a related field.
Independent school or boarding school experience.
Proficiency with assistive technologies and learning support software.
Commitment to culturally responsive pedagogy and inclusive practices.
Why Join Chatham Hall?
Supportive and mission-driven community.
Opportunities for innovation and leadership in academic programming.
Access to professional development funding and mentorship.
Beautiful campus environment and inclusive school culture.
Application Process
To apply, please send your resume and a thoughtful cover letter explaining your interest and qualifications to Southern Teachers Agency (ST Search).
Contact:
Mr. Jamie Estes
Jamie.Estes@SouthernTeachers.com
(434) 295-9122
Commitment to Equity
Chatham Hall is committed to building a diverse and inclusive faculty and welcomes candidates from all backgrounds who will contribute to the life of the school and support its mission of empowering girls to lead lives of integrity, purpose, and impact.
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. This job description is subject to modification.
Systems Integration Analyst
Posted: Jun. 6, 2025
Pasadena, California, United States
Mayfield Senior School of the Holy Child Jesus is an independent Catholic girls’ high school nestled in one of Pasadena’s most beautiful historic neighborhoods. With a school campus anchored by an elegant mansion, Mayfield has been thoughtfully renovated and expanded to create spaces to foster community, collaboration, and creativity. With the scenic views of the San Gabriel Mountains as a backdrop, Mayfield offers a beautiful, inspiring, and vibrant learning environment.
Rooted in the educational philosophy of the Society of the Holy Child Jesus, Mayfield is a dynamic
learning community. Mayfield embraces a “whole child” approach to learning where students are
challenged, guided, and supported by expert teachers to reach their fullest potential. At the heart of Mayfield’s mission is a commitment to fostering a culture of faith, community, and service. Guided by the motto, “Actions Not Words,” Mayfield is an empowering learning community of joy and belonging, where students enact their faith and love by transforming the world with their God-given gifts.
Job Overview
The Systems Integration Analyst plays a critical role in advancing the school’s use of data and
technology. This position is responsible for managing and integrating core data systems, primarily Blackbaud and associated platforms, to ensure accurate, consistent, and reliable data across departments. By supporting systems integration, data quality, and internal user experience, this role supports informed decision-making, stakeholder communications, and strategic planning throughout
the school.
Key Responsibilities
● Manage the configuration, maintenance, and integration of school data systems, focusing on
Blackbaud applications, including Education Edge, Raiser’s Edge NXT, and Financial Edge.
● Provide system onboarding and ongoing support to staff, including training on business
processes and database functionality.
● Partner with the help desk team to troubleshoot technical issues and liaise with software
vendors to resolve escalated concerns.
● Develop, maintain, and enforce data quality standards and style guidelines to ensure
consistency and integrity across platforms.
● Perform regular data audits and cleaning to ensure accuracy and reliability.
● Responsible for Raiser’s Edge Database management and records
● Reconcile monthly data with the Finance Department and maintain accurate records for
current families, alumnae, past parents, grandparents, and other donors
● Generate and distribute custom reports, dashboards, queries, and mailing lists for
Advancement, Admissions, and administrative leadership.
● Lead data imports from external fundraising platforms (Boost My School)
● Lead and facilitate a cross-functional Blackbaud user group to standardize practices, share
updates, and gather feedback.
● Collaborate with stakeholders to optimize data use and provide insights through scheduled
data review meetings and trend analysis.
● Support all departments by building user-friendly, impactful reports for communications,
development campaigns, and board reports.
● Serves as a support to Advancement events
● Keep training materials and technical documentation up to date.
● Host quarterly training sessions and knowledge-sharing events to empower staff and enhance
system usage.
● Support a culture of data literacy and encourage thoughtful data practices among all system
users.
Qualifications & Skills
● Bachelor’s degree in Computer Science, Information Systems, or a related field.
● Minimum 5 years of experience in database management, systems integration, or similar roles,
preferably within an educational or nonprofit setting.
● Proficiency in Blackbaud systems required; experience with SQL or other relational databases
preferred.
● Strong skills in Microsoft Excel, Word, and mail merge operations.
● Demonstrated ability to manage multiple projects, prioritize tasks, and accurately meet
deadlines.
● Strong interpersonal, written, and oral communication skills.
● Excellent attention to detail, organizational skills, and problem-solving capabilities.
● Experience in customer service or technical support, with the ability to communicate technical
information to non-technical users.
● Ability to maintain confidentiality and exercise sound judgment.
● Commitment to teamwork and collaboration; a proactive, solutions-oriented mindset.
The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this position. They are not intended to be an exhaustive list of all duties, responsibilities, and skills required of personnel so classified.
FLSA Status: Exempt, Full-Time 12-Month
Schedule: 40-hour work week
Location: Mayfield Senior School, Pasadena, CA
Hourly Range: $70,000-$80,000 based on experience and qualifications.
Benefits: Mayfield Senior School offers a comprehensive benefits package, including medical, dental, and vision insurance and retirement plan options.
Physical Requirements: Occasional lifting of up to 25 pounds, and the ability to work at a computer for extended periods.
Reasonable Accommodations: Mayfield Senior School is committed to providing reasonable
accommodations to enable qualified individuals with disabilities to perform essential job functions. If you need assistance or accommodations due to a disability, please contact our Human Resources Department.
To Apply:
Interested candidates should send a cover letter and resume to Mayfield’s Human Resources Manager, Denise Cruz Magallanes (denise.magallanes@mayfieldsenior.org)
Mayfield Senior School does not discriminate on the basis of race, gender, sexual orientation, or
national and ethnic origin in the administration of its hiring practices.
High School Engineering Teacher
Posted: Jun. 6, 2025
Tinton Falls, New Jersey, United States
Trinity Hall seeks a full-time engineering teacher with a background in computer science for the 2025-2026 academic year.
Successful candidates will have:
– a Bachelor’s Degree at minimum (Master’s Degree preferred) in education and/or a related academic field (e.g., physics, math, engineering, computer science)
– previous experience teaching (secondary and/or all-girls and Advanced Placement and/or college experience preferred)
– experience with microcontrollers and single-board computers such as Arduino and programming languages such as Java, and Python
– familiarity with advanced manufacturing technologies such as 3D printing and laser cutting
– comfortable with 3D parametric CAD platforms such as TinkerCAD and Onshape, and project based learning (PBL) teaching methods
– 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, flexibility, energy, creativity and patience to adapt to the daily needs of adolescent girls, as well as a passion for learning and ability to motivate students
– a commitment to collaborative and creative approach to instruction, with willingness to work with colleagues and students in a dynamic setting
– comfort and facility with subject-based and school-based technology (e.g., Google applications, school information systems / learning management systems, etc.)
– readiness to take on additional responsibilities and tasks as needed to support the school community and its evolving needs.
– readiness to take on additional responsibilities and tasks as needed to support the school community and its evolving needs
Athletic Trainer/Equipment Manager
Posted: Jun. 6, 2025
Tinton Falls, New Jersey, United States
The Position: The athletic trainer and equipment manager’s full-time position will run from August 1, 2025 through June 30, 2026. The position begins daily at 10 a.m. End time is based on the conclusion of athletic activities, including practices, competitions, and team treatments. Flexibility is essential, as end times vary. Weekend and holiday availability is required based on the athletic calendar. This position is in-person, emphasizing the importance of direct interaction with student-athletes and staff.
Qualifications:
• Bachelor’s degree and/or master’s degree in athletic training
• Experience preferred but not required
• Current New Jersey State Athletic Trainer licensure or ability to obtain by date of employment
• NATABOC certification
• Current CPR/AED and First Aid certification
• Excellent interpersonal, organizational, and communication skills
• Understanding of the school’s concern for academics and athletic excellence
• Ability to treat confidential and sensitive information appropriately
Athletic Trainer Responsibilities:
• Provide medical care for the student athletes in the following manner: injury prevention, emergency care, proper medical referral and treatment for illnesses, injuries, and/or conditions affecting the physical well-being of the student
• Assist with the collection of pre-participation physicals, paperwork and prep
• Assist with the maintenance of training room supplies, ensuring that all necessary equipment and materials are available for use by the athletes and staff
• Adhere to the policies and procedures governing the Department of Athletics, as well as any applicable rules and regulations associated with the NJSIAA, NFHS, or any other relevant organization
• Assist with overall administration Sports Medicine Department
• Communicate with the athletic director and coaching staff about each student-athlete’s clearance/health status
• Perform other duties as assigned
Equipment Manager Responsibilities
• Manage inventory, distribution, and collection of athletic uniforms and equipment
• Prepare and maintain equipment for practices and games
• Ensure proper storage, repair and cleanliness of all gear
• Coordinate with coaches for team-specific equipment needs
• Assist with game-day setup and breakdown
• Maintain equipment room organization and safety standards
• Support athletic staff during events as needed
5th Grade Homeroom/Humanities Teacher
Forest Ridge School of the Sacred Heart
Posted: Jun. 3, 2025
Bellevue, Washington, United States
THE ROLE
This position is for a 5th Grade Homeroom and Humanities teacher who can create a safe, contained environment for our youngest students as they embark on their middle school lives. Our middle school is highly relational, and we believe that knowing every student well is key to success academically and as they develop as people. With the support of the Grade Level Lead and the Middle School Director, this person will be the main point of contact for parents/guardians of the 5th-grade class.
We have a strong middle school culture based on respect for the work of teaching pre-adolescents and we are proud of our work with this age group. This teacher will have a partner in the 5th-Grade Level Lead who will plan co-curricular activities. Main responsibilities include teaching 5th grade integrated humanities and math or religion (if qualified) and serving on the grade-level team as a class advisor. A 6th-grade humanities class may be part of the final assignment.
Every middle school teacher attends a class overnight and chaperones at least one activity outside of school hours (dance, play). Additional responsibilities will be determined by the experience and interest of the candidate.
The Successful Candidate:
• Holds degrees in elementary education or a relevant subject area; a master’s degree is preferred
• Has 3-5 years of teaching experience at the upper elementary or middle-school level and a demonstrated ability to differentiate instruction
• Demonstrates expertise in humanities curriculum, including social studies, reading and writing
• Designs instruction that engages students and is differentiated to meet the needs of diverse learners
• Has experience in standards-based instruction and assessment
Personal Qualifications:
• Willingness to engage in all aspects of the school program
• Builds connections among academic disciplines
• Collaborates with colleagues in shaping advisory and academic curriculum, assessment, and instructional practices in alignment with best practices
• Demonstrates the ability to build positive relationships with students
• Understands the developmental needs of adolescents, both in academic and social-emotional development
• Commits to ongoing professional and personal growth
• Commits to the Goals and Criteria of Sacred Heart Education and to the school’s Catholic, Sacred Heart, single-gender identity.
• Has successful experience working with a diverse constituency
• Desires to be a part of a collaborative, supportive and enriching environment for both students and adults
• Supports the school’s mission by participating in and attending required meetings, professional development, and other events
• Demonstrates fluency with technology, including Microsoft Office
Alumnae Associate
Posted: Jun. 3, 2025
Greenwich, Connecticut, United States
The Alumnae Associate plays a key role in the Alumnae Office by supporting all engagement and fundraising efforts. Reporting to the Director of Alumnae, this position will engage directly with alumnae and will support all volunteer management, events, communications, and fundraising functions within the alumnae program.
As part of these responsibilities, this position collaborates with the Director of the Annual Fund on initiatives aimed at achieving GA’s alumnae giving goals and supports the planning of key events such as the New Parent Party, Annual Fund Kickoff, Phonathons, Senior Parent Reception, and Annual Giving Appreciation Reception; with the Director of the Career Resource Center to provide support for career networking and exploration; and with Advancement Communications to prepare articles, invitations, and other communications for the alumnae and broader audiences.
Responsibilities and Duties:
Alumnae Engagement and Event Management:
Manage Class Captains and other volunteers and ambassadors to keep the larger alumnae community involved with and informed about GA, through peer-to-peer communications and fundraising; hosting of events locally and in other major cities; engagement with GA’s Career Resource Center
- Assist the Director of Alumnae with selection of Reunion volunteers and work with them to create events and cultivate donations in milestone years
- Plan and execute a variety of events and programs, including Reunion Weekend and various local and regional alumnae events, to appeal to a wide range of alumnae and covering a wide range of topics
- Analyze ROI of events, modify existing programming and create new engagement events as appropriate
- Track alumnae engagement efforts, keeping detailed notes in the school’s database regarding interactions with alumnae, and create metrics for success
- Collaborate with alumnae, current parents, and parents of alumnae through the Career Resource Center to support high school students and alumnae of all ages in their networking and professional pursuits
- Work to systematically improve and maintain the integrity of the database, updating information like address and job changes
Fundraising:
Support the work of the Director of Alumnae in fundraising efforts by researching, cultivating, and stewarding alumnae donors and providing support for initiatives aimed at achieving GA’s alumnae giving goals across all campaigns
Work with the Director of the Annual Fund on initiatives aimed at achieving GA’s alumnae giving goals, including developing and implementing giving strategy and communications around giving
Alumnae Communications:
- Conceptualize, write articles, and develop content for digital and print publication across various channels, including alumnae and broader school magazines, print and digital newsletters, social media and LinkedIn. Spearhead a dedicated alumnae publication as needed
- Gather and organize content for school publications including news and photos for the Class Notes column, milestones such as marriages and new arrivals, and sharing Noteworthy and In Memoriam announcements. Ensure this information is updated and tracked in database
- Identify audiences and segmentations for emails, other mailings, and event invitations
- Collaborate on marketing messages and materials for annual giving and events with other relevant team members
- Monitor the Alumnae inbox and facilitate appropriate responses
Other:
- Participate in campus life, attending events and meetings in order to inform programming and outreach
- Perform general administrative duties as needed
Required Skills/Abilities:
- Excellent verbal and written communication skills
- Excellent interpersonal, teamwork and customer service skills
- Excellent organizational skills and attention to detail
- Excellent time management skills with a proven ability to meet deadlines
- Strong analytical and problem-solving skills
- Ability to prioritize tasks and to delegate them when appropriate
- Ability to function well in a high-paced and at times stressful environment
- Highly proficient with Microsoft Office Suite and Raiser’s Edge or similar fundraising database
Education and Experience:
- Bachelor’s Degree required
- Experience in fundraising, nonprofit or education setting a plus
Physical Requirements:
- Prolonged periods of sitting at a desk and working on a computer
- Ability to attend occasional evening and weekend events (involving standing)
- Some travel required
Middle and Upper School Strings Teacher and Conductor
Posted: Jun. 3, 2025
New York, New York, United States
POSITION SUMMARY
The Hewitt School is seeking a middle and upper school strings teacher and conductor.
ESSENTIAL FUNCTIONS/RESPONSIBILITIES
- Teach beginner 5th grade strings class
- Teach and conduct intermediate 6th, 7th and 8th grade string ensembles
- Teach small group lessons to middle school students focusing on instrumental technique
- Teach and conduct upper school chamber orchestra
- Prepare ensembles for winter and spring concerts, assemblies, and special events
- Collaborate with music faculty to support the overall K-12 music program
- Act as an advisor
- Design and deliver engaging lessons that challenge and inspire students of all levels
- Maintain a positive and inclusive classroom environment while maintaining a high standard of excellence
- Oversee instrument rental program and repairs
- Write student reports and stay in regular communication with parents
- Exhibit professionalism, excellent organizational skills, and strong written and verbal communication skills
- Participate in admissions and parent education events
- Engage fully in Hewitt’s commitment to implementing current research on girls in the classroom and beyond
QUALIFICATIONS REQUIRED
- Demonstrated commitment to anti-bias education and social justice
- Bachelor’s degree in music performance (string instrument) or music education
- Minimum of three to five years of teaching experience in a classroom setting
- Experience in ensemble conducting
- Proficiency on all string instruments
- Ability to arrange music based on the instrumentation of the ensemble and experience level of the musicians using music notation software such as Sibelius and Dorico.
QUALIFICATIONS DESIRED
- Inquiry-based pedagogy
- Master’s degree in music performance (string instrument) or music education
- Professional musician experience
- Extensive knowledge of string and orchestra repertoire
- Piano proficiency
- Culturally responsive approach to teaching
- Fluency in multiple student-centered instructional approaches
- Proficient with Mac platforms; comfortable with technology or demonstrated ability to learn quickly
- Commitment to student life
- Proven dedication to professional growth and purpose-driven practice
- Professional practice and ability to model contemplation as part of intellectual exploration
SALARY RANGE
Starting Salary Range: $65,000 to $95,000 (salary based upon, but not limited to, relevant experience and expertise)
TO APPLY: Please submit a resumé, cover letter, and examples of previous relevant work via our applicant tracking portal. Cover letters should reflect a careful reading of The Hewitt School’s website, including the School’s academic philosophy. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration.
ABOUT HEWITT
Established in 1920 and located in New York City, The Hewitt School is an independent K-12 girls’ school whose mission is to inspire girls and young women to become game changers and ethical leaders who forge an equitable, sustainable, and joyous future. Hewitt empowers and expects our community members to embrace multiple points of view, to engage others with empathy and integrity, and to champion equity and justice in all areas of our lives. As a community, Hewitt is fully committed to a culturally diverse faculty, staff, and student body.
IMPORTANT INFORMATION
The Hewitt School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the School not to discriminate on the basis of any category prohibited by applicable federal, New York State and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination.
Economics Teacher
Posted: Jun. 3, 2025
Brighton, England, United Kingdom
We are seeking a remarkable and visionary person to join our team. You will be experienced and well qualified, but most importantly, you will have the girls’ aspirations and welfare at the heart of your vision. We are seeking someone who values kindness and generosity, who can build transformational relationships and who wants to make a difference to every individual, as an individual.
This is a great opportunity for a highly skilled and enthusiastic Teacher of Economics with a passion for their subject and a commitment to ensure that every pupil flourishes in the highly successful department. There is the opportunity for Head of Department for the right candidate.
Roedean is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Applicants will be required to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service (DBS).
The post is exempt from the Rehabilitation of Offenders Act 1974. The School is therefore permitted to ask job applicants to declare all convictions and cautions on a self-declaration form in advance of attending an interview (including those which are “spent” unless they are “protected” under the DBS filtering rules) in order to assess their suitability to work with children.
Please download an application pack from our website (www.roedean.co.uk/Vacancies) or contact Louisa Butler via vacancies@roedean.co.uk. Please note we do not accept CVs.
Closing date: 9am, 23 June 2025. Due to the need to appoint quickly we reserve the right to interview and appoint at any time.
Part-Time Science Teacher, Upper School
The Nightingale-Bamford School
Posted: Jun. 2, 2025
New York, New York, United States
The Nightingale-Bamford School seeks an experienced and innovative teacher to join our Science Department, teaching in the upper school on a 0.5 FTE basis for the 2025-2026 academic year.
This position will focus on teaching Biology to 9th grade students. The curriculum will include a focus on biological systems while developing scientific skills. Laboratory work is an integral part of the course curriculum. This individual will collaborate with departmental colleagues to support the K-12 spiraling science program and develop curriculum as needed. In addition, attending faculty meetings and supporting the larger school community in a variety of ways is required.
This role reports directly to the Chair of the Science Department and the Head of Upper School. This is a part-time, exempt position that starts on August 25, 2025.
REQUIRED QUALIFICATIONS:
Bachelor’s degree, preferably in education or science
At least three years or more of teaching experience
Understanding or growing knowledge of competency-based teaching and learning
Excellent classroom management skills
PERSONAL AND PROFESSIONAL CHARACTERISTICS
A shared understanding of the mission of the School.
A passion for developing deep conceptual understanding of science concepts, as well as student application of concepts learned
Demonstrated cultural competence and an ability 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
High professional and ethical standards for handling confidential information.
Flexibility and initiative combined with the skills for thriving in a team environment, to achieve institutional goals
Exceptional interpersonal skills and an ability to work collaboratively with all levels of constituents
Excellent time-management skills.
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.
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the School to ensure equal employment opportunity without discrimination or harassment based on 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.
Teacher, Career Education, Senior School (Grade 8 – 12)
Posted: Jun. 2, 2025
Vancouver, British Columbia, Canada
Crofton House School is distinguished by extraordinary teachers who provide a collaborative, inquiry-based learning environment for students to develop their critical thinking and problem-solving skills. The teaching facilities are well equipped and offer students and teachers diverse spaces in which to learn and work. Crofton House School is currently seeking a Teacher, Career Education to join the Department of Career Education/Post-Secondary Counseling to support Senior school students and their parents through the academic planning and post-secondary application processes in Canada, the United States, and abroad.
Head of Economics
Posted: Jun. 2, 2025
Brighton, England, United Kingdom
At Roedean, we are dedicated to providing a world-class education that inspires and empowers girls aged 11-18 to achieve their full potential. Our stunning cliff-top location overlooking the sea, combined with our rich heritage and commitment to academic excellence, makes Roedean a truly unique and inspiring place to learn and work. We are proud of our inclusive and supportive community where every student is encouraged to pursue their passions and develop the skills they need for future success.
We are seeking a remarkable and visionary person to join our team. You will be experienced and well qualified, but most importantly, you will have the girls’ aspirations and welfare at the heart of your vision. We are seeking someone who values kindness and generosity, who can build transformational relationships and who wants to make a difference to every individual, as an individual.
This is a great opportunity for a highly skilled and enthusiastic Teacher of Economics with a passion for their subject and a commitment to ensure that every pupil flourishes in the highly successful department. The position would suit an experienced Head of Department or a Teacher of Economics who is keen to move into middle leadership.
Roedean is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Applicants will be required to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service (DBS).
The post is exempt from the Rehabilitation of Offenders Act 1974. The School is therefore permitted to ask job applicants to declare all convictions and cautions on a self-declaration form in advance of attending an interview (including those which are “spent” unless they are “protected” under the DBS filtering rules) in order to assess their suitability to work with children.
Please download an application pack from our website (www.roedean.co.uk/Vacancies) or contact Louisa Butler via vacancies@roedean.co.uk. Please note we do not accept CVs.
Closing date: 9am, 6 June 2025. Due to the need to appoint quickly we reserve the right to interview and appoint at any time.
Director of Annual Giving
Posted: May. 30, 2025
Greenwich, Connecticut, United States
The Director of the Annual Giving is responsible for the overall management and strategic execution of Annual Giving, including the Annual Fund and the Senior Fund. In addition to achieving ambitious fundraising goals, the Director collaborates closely with the Advancement and Alumnae teams to engage constituents and ensure high giving participation across all segments.
Key aspects of the role include developing and executing strategic plans and marketing for the Annual and Senior Funds; managing a portfolio of prospects; cultivating, soliciting, and closing leadership and broad-based annual gifts; recruiting, training, and supporting volunteers; overseeing key events such as the New Parent Party, Kickoff, Phonathon, Senior Parent Reception, and Annual Giving Appreciation Reception; tracking and reporting data; and driving digital and social media engagement in partnership with the Digital Engagement Manager.
Duties/Responsibilities:
- Develop and lead Annual Fund and Senior Fund strategies, including planning and oversight of multi-channel campaigns
- Manage a portfolio of prospects and donors; cultivate, solicit, and close major annual fund and senior fund gifts
- Plan and implement multi-channel Annual Giving appeals (mail, email, digital ads, social media, texting) with support from Digital Engagement Manager
- Draft Annual Giving letters, appeals, and personalized acknowledgement letters for key constituencies
- Recruit, train, and manage volunteers, assign prospects, maintain communication, and track progress throughout the campaign
- Oversee organization of events such as the New Parent Party, Kickoff, Phonathon, Senior Parent Reception, and Annual Giving Appreciation event
- Manage new parent assignments and coordinate follow up for Advancement team
- Engage alumnae in giving efforts in coordination with the Alumnae Office
- Track and analyze giving and participation trends using Raiser’s Edge reports, generating detailed progress updates for Advancement leadership and the Board of Trustees
Board of Trustees:
- Evaluate donor behavior and use data to inform segmentation and targeted messaging for increased giving
- Analyze response to campaign efforts and adjust strategy based on performance insights
- Support Director of Operations for Advancement and Career Services with the Annual Report and external surveys (e.g., DASL, INDEX)
- Stay current on and apply annual giving trends, innovations, and best practices in independent school fundraising
- Use Raiser’s Edge to manage donor data, generate lists and reports, ensuring accuracy, confidentiality, and data integrity
- Other duties as assigned
Required Skills/Abilities:
- Excellent verbal and written communication skills
- Strong interpersonal skills with a collaborative, team-oriented approach
- Outstanding organizational skills and attention to detail
- Ability to prioritize and manage multiple projects in a fast-paced environment
- Strong analytical and problem-solving skills
- Confidential, deadline- and goal-oriented, team player
- Exceptional management skills, both strategic and operational, and a commitment to a team-based approach to personnel and program management
- Ability to work independently and creatively within established guidelines, while at the same time functioning as a member of a team
- Proficient at Microsoft Office Suite, Raiser’s Edge (or similar CRM), Finalsite, and social media platforms
Robotics Director and Curriculum Leader
Posted: May. 30, 2025
Toronto, Ontario, Canada
St. Clement’s School (“the School”) is currently looking for a Robotics Director and Curriculum Leader to join our School on a full-time basis commencing on August 25, 2025 with an Orientation Day on August 21, 2025. This is an opportunity for a passionate educator and innovator to shape the future of our robotics program and inspire students to explore and engage in hands-on learning. The Robotics Director and Curriculum Leader combines leadership, teaching, and program development to lead and expand our offerings in these fields and will report to the Heads of School. The role of Robotics Director is the equivalent of 1.0-2.0 sections. The role of Curriculum Leader is the equivalent of 1.0 section and has a term of 4 years with the possibility to re-apply at the end of the term. The remaining sections will consist of teaching.
Assistant Director of Development
Forest Ridge School of the Sacred Heart
Posted: May. 30, 2025
Bellevue, Washington, United States
Forest Ridge School of the Sacred Heart seeks a thoughtful, motivated, and detail-oriented Assistant Director of Development to support the school’s advancement goals through annual giving campaigns, alumni engagement, and signature fundraising events. This position is a key member of the Advancement Office and works closely with the Director of Development and Assistant Director of Alumni Relations and Community Engagement to strengthen philanthropic support and deepen community connections.
The Assistant Director of Development plays a hands-on role in planning and executing the school’s annual fund efforts, managing event logistics for community-facing experiences like the Auction Gala, and helping to engage a vibrant network of alumni through communication, social media, and outreach efforts.
Content Creator – Part-Time / Permanent
Danebank Anglican School for Girls
Posted: May. 30, 2025
Hurstville, NSW, Australia
Danebank
Danebank is a workplace of choice where staff are passionate about learning and deeply committed to the wellbeing and growth of each girl. Our heart to serve and vision to improve drives our collaboration, innovation, professional growth and pursuit of the best for ourselves and our community.
Danebank staff enjoy collaborative and supportive collegiality where the values are known and lived: Compassionate Service, Creative Collaboration, Respectful Relationships, Courageous Optimism, Personal Excellence, Loving Kindness, Taking Responsibility. Step into our gates and you will notice something special.
Danebank staff enjoy contemporary learning spaces and resources, generous conditions and an extensive program of professional learning encouraging innovation and collaboration.
It is an exciting time to join our community and we welcome your interest.
The Position – Content Creator, Permanent Part-Time (0.6FTE)
We’re looking for a suitably experienced part-time Content Creator to support our Community Engagement Team. We are hoping to hear from applicants who have strong content creation and copywriting experience, and are creative and passionate about planning and creating high-quality written content. Applicants who can identify content opportunities, work under pressure and pivot, and use feedback to create stories about our school and its community are invited to apply. Experience within a school environment or similar for-purpose organisation would be highly regarded.
As a Content Creator, you’ll play a key role in creating compelling content to showcase Danebank to engage the school’s external and internal community.
Key Competencies, Skills and Experience:
- Be a strong Christian role model, with a deep commitment to the Christian purpose and mission of the School
- Demonstrable ability and experience in identifying content creation opportunities and developing on-brand copy for multi-purpose use (e.g. social media, newsletter, media release, website)
- In-depth knowledge and experience in using and optimising social media platforms for regular posts and advertising campaigns
- Knowledge of and experience in community-engagement deliverables, including event organisation, communication products, marketing and advertising
- Ability to be proactive and flexible, and to work efficiently and collaboratively within a high-functioning team
- Ability to interpret strategic thinking and plans, and effectively turn this into communication plans and engaging content
- In an environment where change is frequent, has the ability to determine priorities and positively focus (or refocus) self on the tasks and key-priorities
Essential
- Working with Children Check essential
- Relevant tertiary qualifications and experience in marketing, advertising and/or journalism
- Hands-on experience using web-publishing tool such as WordPress
- Knowledge and experience of Adobe Creative Suite (InDesign, Photoshop)
- In-depth knowledge of Microsoft Office or Google suites
A Child-Safe Organisation
Danebank is committed to being a child-safe organisation, putting the needs and interests of our students first. All Danebank staff are required to comply with applicable child-protection legislation and are responsible for ensuring that the school’s child-safe policies, procedures and programs are at the forefront of all we do. This includes maintaining a child-safe culture, adopting strategies and taking action to promote child wellbeing, and keeping students safe from harm. The school has zero tolerance for child abuse.
To Apply – Do not apply through this website
Applicants must have the right to work in Australia.
Applicants are required to complete the relevant Application Form (Support & Operational Staff) and attached supporting documentation requested. The form and further information can be found at: www.danebank.nsw.edu.au/people/ (scroll to the bottom of the page for how to apply information) Not submitting the requested documentation, may result in your application not being considered.
Applications addressed to: Dr Emma Burgess, Principal
Email: employment@danebank.nsw.edu.au
Mail: The Principal, Danebank School, 80-98 Park Road, Hurstville, 2220
Applications close 4pm, 19 June 2025
NOTE: Early applications are encouraged. Interviews may begin as suitable applications are received and the position may be filled prior to the closing date.
Director of Advancement
Posted: May. 29, 2025
Toledo, Ohio, United States
The Director of Advancement partners with the President and Board of Trustees to design, lead, and execute comprehensive fundraising and constituent engagement strategies that support St. Ursula Academy’s current operations and future growth. This role supervises a team of four staff members and directly supports the President’s fundraising initiatives. The successful candidate will demonstrate strong leadership skills, embrace a growth mindset, and achieve measurable fundraising objectives.
Education and Experience
A bachelor’s degree is required. Three to five years of fundraising, marketing, and communications experience is required. An alumna of St. Ursula Academy is a plus, but capable, curious, mission-driven, experienced fundraisers from outside the SUA community are encouraged to apply.
Knowledge, Skills & Abilities
• Must be comfortable asking for money
• Must be a self-starter/self-motivated, well-organized, detail-oriented, and able to work with minimal supervision
• High degree of professionalism and sensitivity to confidential information
• Team player with demonstrated ability to work collaboratively and maintain positive working relationships
• Proficient with utilizing social media and email marketing platforms in conjunction with strategy execution
• Excellent written, verbal, and interpersonal skills
• Computer proficient; knowledge of Blackbaud’s Raiser’s Edge or other CRM, as well as Microsoft Office products
• Demonstrate initiative and accept accountability; effectively manage time and communicate and respond to inquiries in a timely manner
• Should be accessible for activities before and after normal work hours, including weekends, as needed with occasional overnight travel necessary
• Enthusiastic attitude and commitment to the mission of St. Ursula Academy
Director, Institute for Social Impact
Posted: May. 27, 2025
Dallas Texas, United States
Position Description:
The Hockaday School is looking for an experienced, inventive, and energetic candidate to serve as the Director of Social Impact. This position will lead the Dr. William B. Dean Institute for Social Impact and oversee a social impact program for PreK through 12th graders.
The Dr. William B. Dean Institute for Social Impact at The Hockaday School represents a distinctive and innovative approach among K-12 schools, using the power of engaged, hands-on learning to prepare students for leadership in their communities, workplaces, and society. Through new and longstanding partnerships with Dallas-area organizations, the Institute allows students to engage with diverse partners, learn from civic leaders, tackle projects with community impact, and put their creative ideas into action for lasting social benefit.
The Dr. William B. Dean Institute for Social Impact, launched in 2018, was created to bring greater purpose and alignment to Hockaday’s community engagement efforts. Since its founding by Laura Day, the Institute has become a nationally recognized leader in social impact education, with an approach that stands out among independent schools. At its core, the Institute gives students from Pre-K through Upper School opportunities to connect what they’re learning in the classroom to the real world. Through hands-on projects and meaningful partnerships, they learn to tackle complex challenges, collaborate with others, build empathy, and begin to discover their purpose. Leading the Institute is never the same day twice. It’s a fast-paced, people-centered role that blends teaching, mentoring, and community-building. The Director works closely with students, faculty, staff, and local partners to bring Hockaday’s mission to life—helping young women grow into compassionate leaders ready to lead lives of purpose and impact.
Essential Functions:
Run daily programs Pre-K-12 involving community service, community engagement and service learning
Work with division liaisons, parents, and alumni to build more ownership, involvement and knowledge of the program.
Develop and implement an experiential engagement strategy that drives towards Institute objectives.
Identify key needs, opportunities and potential partnerships to inform program strategy
Serve as an Institute ambassador to cultivate relationships and secure partnerships with NGOs, foundations, community leaders, and others who support the programmatic impact initiatives.
Lead Institute programs by setting and managing day-to-day execution against a clear vision of success and deliverables in conjunction with the Director of Innovation and Collaboration.
Conduct research to develop subject matter expertise on issues related to social impact programs.
Track and report key program outcomes.
Work cross-functionally to identify, cultivate and secure Institute relationships, both locally and nationally
Develop and implement a cohesive social and promotional strategy that incorporates compelling content and storytelling to improve engagement across platforms
Leverage programmatic and digital analytical data to improve Institute planning, growth, and efficiency
Abide by Hockaday’s Code of Ethics and Conduct.
Commit to the ideals expressed in Hockaday’s Tenets of Faculty Excellence.
Other duties as assigned by the School.
Qualifications/Experience:
Bachelor’s degree required.
Experience with community outreach and strong interest in social impact issues.
Outstanding writing and communication skills
Demonstrated ability to establish authentic relationships, organize programs, cross-functionally collaborate, and lead multi-faceted projects in a fast-paced dynamic environment
Experience with design thinking and curriculum development strongly preferred.
A proven ability to organize complicated information and projects, and to accurately set, manage and meet deadlines
A growth mindset and a sense of curiosity
Experience and interest in developing innovative uses of technology in the classroom as well as comfort with its administrative use
Ability to teach students both in the classroom and online, as needed
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.
Training:
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.
Associate Director of University Counselling
Posted: May. 23, 2025
Toronto Ontario, Canada
St. Clement’s School (“the School”) is looking for an Associate Director of University Counselling (“Associate Director”) to join our School on a full-time basis commencing August 25, 2025 with a New Staff Orientation Day on August 21, 2025. The Associate Director reports to the Director of LINCWell and to the Head of the Senior School and provides academic, university and social-emotional counselling and support to students in Grade 12. The Associate Director also works as a member of the LINCWell team to develop and deliver workshops and learning experiences focusing on academic skill building, university, and career planning, as well as health and wellbeing. LINCWell is a unique School-wide approach that focuses on student support, health, wellbeing, and academic enrichment for Grades 1 to 12. Our ideal candidate possesses experience and knowledge of the university application process in Canada, North America, and internationally. They have strong organizational and relationship building skills, are an effective and accessible communicator, and demonstrate sensitivity and care in working with students, families, and staff.
Grade 5 Teacher
Posted: May. 23, 2025
Vancouver, British Columbia, Canada
Grade 5 Teacher
Junior School
Full Time – Continuing Contract
Starting August 2025
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 5 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
-Elementary / Intermediate school qualification
-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
-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, math, science, and social studies is essential
-Experience in differentiating instruction and adapting teaching methods to meet the diverse needs of students
-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 1 Teacher
Posted: May. 23, 2025
Vancouver, British Columbia, Canada
Grade 1 Teacher
Junior School
Full Time – Continuing contract
Starting: August 2025
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.
Admissions Officer – International Students
Posted: May. 23, 2025
Kent, United Kingdom
Permanent, Full-time
Salary: £37,800
Benenden School is seeking an Admissions Officer to specialise in supporting prospective families through the visa processes.
This new role will provide support for those overseas families who are seeking a visa. The Admissions Officer – International Students will act as families’ principle point of contact throughout the process, providing a seamless and well-supported journey every step of the way, from initial enquiry all the way through to their daughters starting at Benenden.
The Admissions Officer – International Students plays a vital role in delivering a premium admissions process for the School as part of a new-look Admissions team that is committed to the successful delivery of the School’s ambitious recruitment targets.
The successful candidate will be meticulous about accuracy and will thrive on building relationships with families and agents. They will be excited to play a major role in meeting Benenden’s objectives at an exciting time in its history.
Having just celebrated its Centenary and with a new Headmistress having recently joined, the School has bold plans for expansion and to continue to grow its position at the forefront of single sex education.
Benenden School is a girls’ boarding and day school in Kent which is renowned for delivering A Complete Education. In addition to educating 550 girls aged 11 to 18, it is proud of its extensive partnerships across the independent and state sectors.
Benenden is frequently listed among the leading schools both in the UK and abroad, and was recently ranked among the top 100 global schools by respected wealth brand Spear’s for the third year running.
Deadline for applications: Midnight Tuesday 3 June 2025
Interviews: Friday 6 June 2025
Theology Teacher
Posted: May. 23, 2025
Merion Station, Pennsylvania, United States
Merion Mercy Academy, an independent Catholic college preparatory school for girls grades 9-12 outside Philadelphia, Pennsylvania, Pennsylvania, seeks a dynamic and student-centered educator versed in current trends, research, and emerging ideas in education to serve as a full-time Theology teacher beginning in August 2025.
The ideal candidate will embrace the school’s Mercy mission to promote a holistic education that is student-centered and encourages both academic and personal excellence. He or she will be enthusiastic about teaching girls, have a familiarity with instructional technology, and enjoy working within a team setting of shared ideas and constructive feedback in a collaborative manner. The candidates will demonstrate skills in cross-cultural teaching and leadership practices, and be dedicated to working in a diverse community. He or she will contribute to and be committed to diversity and multicultural educational practices.
Candidates should have a willingness to lead students in theological reflection, faith-sharing, and service-learning design and processing. He or she must be a team player with initiative, judgment, and problem-solving skills. Personal characteristics necessary for the position include positivity and enthusiasm for all aspects of school life; warmth and a good sense of humor; patience and persistence; and excellent communication skills.
Physical & Health Education Teacher
Posted: May. 21, 2025
Vancouver, British Columbia, Canada
Physical & Health Education Teacher
Senior School
Full Time – Temporary – Maternity Leave Coverage 12 to 18 month
Starting October 2025
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 enthusiastic, innovative, and qualified Physical & Health Education 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 learning, and a strong understanding of how girls learn best in a Physical Health Education classroom. This teacher will have opportunities to be involved in the co-curricular and extra-curricular activities that enhance students’ experiences at school. All members of the Physical Education department are expected to coach in the athletics program. This role will be assigned to teach two PHE classes.
Qualifications
Bachelor of Education
British Columbia Teachers’ certification or equivalent
Five years teaching experience is preferred
Secondary school qualifications, Physical Education Specialist or equivalent
Independent School experience is an asset
Coaching and/or extra-curricular experience is an asset
Knowledge, Skills and Experience
Strong knowledge of British Columbia Curriculum
Experience teaching Physical & Health Education in senior grades
Knowledge of the current research on girls and learning
Experience coaching athletics teams
Experience teaching sexual education and first aid is an asset
Maintain student standards of behaviour, mutual respect, and safety during all activities
Demonstrated experience as an enthusiastic, innovative, and caring educator with 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 with using Understanding by Design as a framework to teach for deeper understanding
Experience with the BC Ministry of Education assessment guidelines
Experience using an inquiry-based and project-based learning approach
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 connector program
Comprehensive 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.
Middle School French Teacher
The Nightingale Bamford School
Posted: May. 21, 2025
New York, New York, United States
The Nightingale-Bamford School seeks an exceptional French teacher to join the Modern Languages Department for the 2025-2026 academic year.
This full-time teacher will follow the departmental curriculum in teaching four sections of French ranging from Classes V to VIII. Our ideal candidate is a talented and creative linguist who feels at ease creating a joyful and rigorous learning environment for middle school students.
Collaboration in both planning and assessment is central to the work we do within the Modern Language Department at Nightingale-Bamford. Candidates will possess and communicate high standards for their subject matter and their students, and show a commitment to the best practices of teaching French through ongoing professional development. Our faculty members are expected to value diversity as a source of strength, to commit to equity and inclusion, and contribute to the school community outside of the classroom.
RESPONSIBILITIES INCLUDE (but are not limited to):
Teach four different sections of Middle School French classes, as needed by the department.
Work with Modern Language colleagues to foster a joyful and immersive environment for linguistic and cultural learning.
Employ best practices of teaching French to provide our students with an excellent experience.
Collaborate with other faculty to incorporate language learning throughout the curriculum and in the life of the school.
Attend all Middle School faculty meetings and Modern Language Department meetings, and participate in related professional development activities and events.
Perform duties outside of teaching as assigned by the appropriate administrators.
REQUIRED QUALIFICATIONS:
Bachelor’s degree in a relevant field required. Relevant advanced degrees preferred.
Native or near-native fluency in French.
Experience in teaching foreign languages to young learners.
Knowledge of best practices in language pedagogy and second language acquisition.
Enthusiasm for teaching and learning languages.
Excellent classroom management 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 equity and inclusion, particularly within a school community and in the classroom.
Eagerness to work within a close-knit team, with a flexible and collaborative spirit.
Willingness to learn and apply new pedagogies, innovating within an established curriculum.
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.
Demonstrated cultural competence and ability 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 all levels of constituents.
Superb oral and written communication skills.
High level of initiative and a proven ability to work collaboratively.
A sense of humor and appreciation for this trait in others.
SALARY
In compliance with NYC’s Pay Transparency Act, this position’s annualized salary range is $75,000 – $105,000. 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.
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.
Middle School French Teacher
The Nightingale Bamford School
Posted: May. 21, 2025
New York, New York, United States
The Nightingale-Bamford School seeks an exceptional French teacher to join the Modern Languages Department for the 2025-2026 academic year.
This full-time teacher will follow the departmental curriculum in teaching four sections of French ranging from Classes V to VIII. Our ideal candidate is a talented and creative linguist who feels at ease creating a joyful and rigorous learning environment for middle school students.
Collaboration in both planning and assessment is central to the work we do within the Modern Language Department at Nightingale-Bamford. Candidates will possess and communicate high standards for their subject matter and their students, and show a commitment to the best practices of teaching French through ongoing professional development. Our faculty members are expected to value diversity as a source of strength, to commit to equity and inclusion, and contribute to the school community outside of the classroom.
RESPONSIBILITIES INCLUDE (but are not limited to):
Teach four different sections of Middle School French classes, as needed by the department.
Work with Modern Language colleagues to foster a joyful and immersive environment for linguistic and cultural learning.
Employ best practices of teaching French to provide our students with an excellent experience.
Collaborate with other faculty to incorporate language learning throughout the curriculum and in the life of the school.
Attend all Middle School faculty meetings and Modern Language Department meetings, and participate in related professional development activities and events.
Perform duties outside of teaching as assigned by the appropriate administrators.
REQUIRED QUALIFICATIONS:
Bachelor’s degree in a relevant field required. Relevant advanced degrees preferred.
Native or near-native fluency in French.
Experience in teaching foreign languages to young learners.
Knowledge of best practices in language pedagogy and second language acquisition.
Enthusiasm for teaching and learning languages.
Excellent classroom management 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 equity and inclusion, particularly within a school community and in the classroom.
Eagerness to work within a close-knit team, with a flexible and collaborative spirit.
Willingness to learn and apply new pedagogies, innovating within an established curriculum.
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.
Demonstrated cultural competence and ability 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 all levels of constituents.
Superb oral and written communication skills.
High level of initiative and a proven ability to work collaboratively.
A sense of humor and appreciation for this trait in others.
SALARY
In compliance with NYC’s Pay Transparency Act, this position’s annualized salary range is $75,000 – $105,000. 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.
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.
Careers Manager
Posted: May. 21, 2025
Romford, Essex, United Kingdom
Contract Type – Permanent
Contract Term – Full-Time
Salary: £31,524 – £32,931 Annually (FTE), Scale 5.12 to 5.15,
Actual Salary £26,783 to £27,978 (as 84.96% FTE)
Start date: As soon as possible
Closing Date – 9 am 6/06/2025
We are looking to appoint a high-calibre Careers Manager to join our talented and supportive team at The Frances Bardsley Academy for Girls. The Careers Manager will be responsible for overseeing the provision of work-related and careers education in line with the National Curriculum and the school’s overall policies.
You should have a passion for working with young people to help them reach their full potential. This is an incredible opportunity to positively influence our students’ career choices.
The successful candidate will have:
The ability to work effectively and efficiently as an individual, and also as part of a team of professionals
Passion and energy to drive the Careers provision across the school
Excellent communication skills, oral, written and presentation skills
Proficiency in the use of ICT and the software programmes used in schools
The ability to provide and inspire independent careers advice and guidance to all students in the school from Year 7-13
The successful candidate will become part of an oversubscribed, flourishing school for girls aged 11 to 18, with confident, courteous, articulate students and an ethos in empowerment. The school is committed to providing the best learning opportunities in a safe, secure and friendly environment with dedicated colleagues who strive for excellence.
In return we can offer you:
Welcoming and friendly colleagues
A stimulating and welcoming learning environment with excellent facilities, including a farm, an art gallery and our own railway
Other further qualifications Opportunities.
Strong links with girls’ schools in the UK and abroad through the International Coalition of Girls Schools (ICGS)
Access to the Schools Advisory Service (SAS), the Trust’s employee well-being support and medical programme. This includes 24-hour-a-day access to a GP helpline for you and those within your household, a counselling service, stress management, weight loss programme, physiotherapy, menopause support and much more.
A colleague Support Pack regularly updated with local financial guidance, schemes and support
Links with the local community, including our charity partner, The Trussell Trust Food Bank
Increased priority in admission to our school for your child/ren
Close proximity to the M25, Romford Railway Station (Elizabeth Line) and on a main bus route
For further information about this role and details on how to apply, please click here. Visits to the school are welcomed.
The Frances Bardsley Academy is a large secondary school situated in Romford, Havering. With beautiful buildings and a stunning site, the school has been recognised as ‘Ofsted Outstanding’ for Behaviour & Attitudes, Personal Development, and Leadership & Management. The school boasts a Progress 8 score of +0.39, showcasing its commitment to academic excellence. The Frances Bardsley Academy is dedicated to the growth and development of its teachers and leaders, providing ample opportunities for professional development and career progression.
At the LIFE Education Trust, our mission is ‘To build great learning communities where children flourish’. To accomplish our mission, we keep our 3 core beliefs at the heart of everything we do: Courageous Optimism, Boundless Creativity and Heartfelt Compassion. We support our schools to deliver excellent pupil outcomes, create vibrant, exciting environments and offer rewarding careers for employees.
The Trust reserves the right to interview prior to the deadline date.
We encourage and welcome applications from all backgrounds and all parts of the community, particularly people from ethnic minorities who are currently under-represented. LIFE Education Trust is an equal opportunities employer and is committed to safeguarding and promoting the welfare of children and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the DBS.
Upper School Librarian
Posted: May. 21, 2025
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.
Currently, The Agnes Irwin School is seeking a full-time Upper School Librarian for the 2025-2026 academic year. The full time (10-month) Upper School Librarian will teach information literacy skills and promote a culture of reading, inquiry, and research. They will collaborate with Upper School faculty to create research projects, ensuring that students have a solid understanding of ethical use of information and AI. In addition, the Upper School Librarian supports the senior assembly program, a signature of the Upper School experience.
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.
Has an innovative approach to library services, and takes initiative to collaborate with others to deliver and promote a variety of engaging programs.
Is an enthusiastic reader of Young Adult literature who has creative ideas for building a strong culture of reading.
Will embrace the richness of a diverse community, and demonstrate a dedication to continuous growth of cross-cultural awareness; seeks to develop the skills necessary to engage with and learn from people with diverse backgrounds and experiences.
Will become part of an inclusive school community that is willing to engage across differences with empathy and understanding.
Regards collaboration as an essential component of professional growth, and values working on a team.
Will immerse themselves in the life of the school and share their talents as a teacher, coach, advisor, chaperone, or club leader, etc.
Position Responsibilities:
Create a welcoming, accessible, inclusive, and age-appropriate library for Upper School students.
Collaborate with Upper School Faculty do develop research and inquiry projects that develop student skills in finding, evaluating, and synthesizing information from a variety of resources.
Teach 9th grade Media Literacy course, and guide 12th grade students through senior assembly process, from topic development to research and writing.
Manage Upper School Library resources: print and digital collection development, circulation, weeding, shelving and stack maintenance.
Participate in the life of the school, attending assemblies, serving as an advisor, coach and/or club sponsor.
Engage in professional learning and reflective faculty evaluation.
Other duties as assigned.
Minimum Qualifications Necessary:
Master’s in Library/Information Science from an ALA-accredited program.
Experience working with High School students.
Proficiency with technology: online library catalog and databases, LibGuides, etc.
Strong interpersonal skills; outstanding written and verbal communication skills.
Ability to work effectively in a multicultural environment and respect different values and viewpoints.
The Agnes Irwin School is an Equal Opportunity Employer. We are committed to providing a workplace free from discrimination or harassment based on race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or veteran status.
Dean of Student Life
Posted: May. 21, 2025
Palo Alto, California, United States
The Girls’ Middle School
Imagine a school where each day is alive with learning and the spirit of adventure. Since its founding in 1998, The Girls’ Middle School (GMS) has been committed to progressive education and innovative programming, meeting the needs of a wide range of middle school students who make up our vibrant, inclusive community. Our project-based curriculum encourages creative problem-solving, collaborative teamwork, and independent thought. GMS educates girls* during a pivotal time in their lives. Students develop self-knowledge, confidence, and leadership skills supported by a staff highly attuned to their changing emotional and social needs. GMS encourages girls to find their voices, take risks, and become self-reliant. Learn more about GMS: www.girlsms.org and https://youtu.be/SatUBcjwkxA?feature=shared
*At GMS, “girls” refers to cis girls, trans girls, non-binary youth, gender non-conforming youth, gender queer youth, and any girl-identified youth.
Mission
The Girls’ Middle School educates girls at a crucial time in life. We create an inclusive environment where academic growth is nourished. A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.
The Position
The Girls’ Middle School is seeking a dedicated and experienced middle school educator to join a dynamic team of administrators and faculty responsible for guiding and supporting the overall student experience at GMS. The Dean of Student Life will organize and oversee all areas of student life at GMS, leveraging co-curricular activities to ensure every student is deeply connected to the community and has a variety of opportunities in and outside of the classroom to develop the academic and socio-emotional skills that are characteristic of a GMS graduate. The Dean of Student Life will play an integral leadership role in collaboration with the Learning Specialist, the Social and Emotional Learning Director, and the Guidance Advisor. This group will be led by the Assistant Head of School. The Dean of Student Life will report to the Assistant Head of School.
Teaching at GMS
At the core of GMS is our extraordinary faculty. Every teacher at GMS has a passion for working with middle school girls and believes in the fundamental value of the middle school experience. They are attentive to, value, and support every student in the school. The GMS teachers are middle school specialists and subject matter experts, bringing passion to their work and sharing it with the students. Whatever interests a GMS student – from physics to programming, sculpture to skateboarding, musical theatre to metal shop – there is an adult ready to help them advance that interest as far as they can go.
The Dean of Student Life, like the members of the GMS Faculty, participates in a joyful, inclusive, and respectful community of students and adults. You will be surrounded by enthusiastic, dedicated, and mission-driven faculty who appreciate autonomy in creating learning experiences while thriving in a collaborative environment. Our teachers enjoy opportunities to create multi-faceted, interdisciplinary projects and participate in engaging field trips and travel experiences. Serving also as an administrator at GMS, the Dean of Student Life is responsible for supporting faculty initiatives in support of the student experience.
Key Job Responsibilities
* Organize and oversee all areas of student life, including but not limited to – Advisory and House Programs, Student Clubs, Student-led assemblies, Student Council, and Electives
* Work closely with the sixth-grade team to organize the beginning-of-the-year student orientation programming
* Work closely with all grade-level teams to organize grade-level events and special end-of-year activities
* Teach sixth-grade ‘Learning Lab’ class to develop self-awareness and self-confidence through lessons that target executive function skills such as planning and reflection, and communication skills such as empathic listening, courage, safe vulnerability, and self-advocacy. This class will build the community’s newest students’ sense of belonging and introduce them to GMS’s collaborative culture. This class occurs once a week in the first semester.
* Lead regular meetings with the Student Support Team regarding specific student needs. Ensure student support plans are documented and student progress is monitored.
* Collaborate with the Assistant Head of School on student disciplinary matters
* Collaborate with leaders of other departments as needed to support student participation
* Support the Program Associate with student logistics, including – implementation of MAP (Measure of Academic Progress) testing, Intersession, field trips, etc.
* Develop relationships with students to ensure every student is known and nurtured and finds activities that are meaningful to them
* Ensure campus culture is safe, joyful, and aligned to GMS mission and values
Key Qualifications
* Teaching and leadership experience, with a strong preference for experience with middle school-aged students
* Experience implementing Restorative Practices or an eagerness to become trained in Restorative Practices is a big plus
* Experience working on a collaborative team
* Experience and/or deep interest in guiding and shaping a positive culture for learning and development
* Undergraduate degree in a relevant field of study
Skills & Qualities
* Enthusiasm for the mission of The Girls’ Middle School
* Demonstrated skill in designing equitable and inclusive educational experiences and learning environments that incorporate themes of diversity and belonging
* Excellent organizational and communication skills
* Openness to feedback and a growth mindset
* Eagerness and ability to work in a highly collaborative environment
* Excitement and willingness to participate in all school events, which may include overnight trips
* Passion for supporting girls in discovering their strengths and finding their voice
* A sense of humor and love for the middle-school age
Equity, inclusion, and belonging are at the heart of our mission. The Girls’ Middle School was founded on the core belief that diverse and inclusive communities are strong communities. We are committed to creating a school culture that welcomes all aspects of each individual’s identity. We are actively seeking individuals who value equitable education and are committed to fostering an environment of agency and belonging for our diverse student body.
The Girls’ Middle School is proud to be an Equal Employment Opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis.
The candidate must be authorized to work in the United States. GMS does not support applications for work visas.
Compensation and Benefits:
* Comprehensive Employee Health Benefits (full medical, dental & vision coverage)
* Retirement matching
* Access to engaging and personalized professional development
* The Girls’ Middle School uses a competitive salary scale. The salary for this position ranges from $95,000 to $110,000, commensurate with experience. This is an 11-month position on a faculty schedule.
Upper School History Teacher
Posted: May. 21, 2025
Bryn Mawr, Pennsylvania, United States
Position: Upper School History Teacher
Founded in 1888, The Baldwin School is a non-sectarian college preparatory, independent day school, PreK-Grade 12, dedicated to a tradition of excellence in all-girls 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 seeks applicants for the position of a full-time Upper School History Teacher for the upcoming 2025-2026 academic year who is qualified to teach all levels of Upper School History. The successful candidate will teach four or more classes, make meaningful contributions to the advising and co-curricular programs, engage in those duties typical of independent school life, and support the school’s mission. Successful candidates will have an understanding of and appreciation for girls’ education.
Successful candidates will enjoy working collaboratively to develop innovative and engaging lessons to meet the needs of all learners. They will possess expertise in at least one non-U.S. field of History. Successful candidates will engage students positively, with a growth mindset, and interact productively with colleagues and parents.
Responsibilities:
Guide students in the process of doing History through research, writing, and conversation;
Demonstrate flexibility, adaptability and a commitment to growth for yourself and your students, by actively pursuing professional development in the teaching of History and other topics relevant to your teaching practice;
In partnership with the Department Chair and colleagues, develop appropriate curriculum and lessons to ensure a cohesive learning trajectory from year to year;
Create an inclusive and supportive classroom community, establishing routines and building relationships with students; use positive guidance, offering helpful feedback and exhibiting patience, empathy and respect;
Differentiate instruction and materials to meet the diverse needs and learning styles of all students;
Assess student progress and adjust teaching plans accordingly; provide students with regular and timely feedback about their progress;
Create and regularly update a digital classroom page, using our learning management system (LMS), as a primary means of communicating classroom activities to families;
Collaborate with colleagues in other content areas to design interdisciplinary and project-based learning experiences;
Serve as an advisor, club leader, chaperone, or other co-curricular leader in support of the Upper School;
Maintain an ongoing dialogue with parents about student progress, through emails, phone calls, report-writing and in-person conferences; maintain strong communication with colleagues, families, and administration; and
Other duties as assigned by the Division Director or Head of School.
Qualifications:
B.A. in History or related field required; M.A. preferred;
3-5 years of teaching experience at the Upper School level, preferred;
Experience teaching and/or academic specialization in a non-U.S. field of History;
Experience using academic technology software and classroom technology;
A commitment to creating an inclusive classroom community that allows for a multitude of perspectives to be heard and respected; and
Strong interpersonal skills and effective written and oral communication skills.
Contact:
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/1504839-409023.html
Senior Director of Development
Divine Savior Holy Angels High School
Posted: May. 21, 2025
Milwaukee, Wisconsin, United States
Job Summary:
The Senior Director of Development is primarily responsible for the cultivation and solicitation of prospects drawn primarily from the high school’s alumnae, parent, past parent and grandparent constituencies. External outreach is approximately 50% of position time. The initial emphasis with many of these prospects will be cultivation as the high school has a number of people in these constituencies about whom little is known. Solicitations will support the high school’s annual fund, major gift, capital campaign and planned giving goals, depending on the potential donor’s capacity and propensity and relationship with DSHA.
This position shares responsibility with the President for strategic planning, implementation, operation and evaluation of the institution’s resource development programs; to include annual, capital, major and planned gift strategy and solicitation and alumnae relations. The Senior Director of Development will work closely with the President in solicitation planning of major gift prospects and often will accompany the President on these calls. There are growth opportunities available with this position. It is a full-time, 12-month position.
The Senior Director of Development will oversee the Data Systems Manager and the Development Assistant who manages the database, conducts prospect tracking, processes acknowledgments and performs prospect research. The Senior Director of Development will oversee the Associate Director of Development and Alumnae Director as they coordinate cultivation strategies and identify parents, past parents and alumnae who can provide philanthropic support to DSHA. The Senior Director of Development will oversee the Director of Volunteer Engagement & Special Events as they organize and implement DSHA volunteer activity and school stewardship and fundraising events. Incumbent also works closely with the Vice President of Marketing and Communications and with all volunteers and committees involved in fund-raising.
Essential Duties and Responsibilities:
• Manages a portfolio of personal visits to assigned prospects in the alumnae, past parent, grandparent constituencies. At least 50% of time will be out of the office with donor visits and/or contacts.
• Works closely with the President to plan, implement and evaluate major gift solicitation strategies, including staffing key volunteers or volunteer groups, soliciting major gifts, identifying appropriate fundraising techniques and vehicles.
• Identifies, cultivates, solicits and closes leadership gifts. Maintains an active pool of prospects in this category and ensures that President, Board members and other key volunteers are used properly in this process.
• Works with President and Alumnae Director to identify alumnae donor opportunities and determine personal visit or other contact activity. This will include out of state travel.
• Works with members of the Board and the Board’s Development Committee to solicit leadership gifts from Board member’s contacts and other assigned prospects. Also works with members of the Board involved in fund-raising, capital and special projects and reports regularly to the Board on the progress of all fundraising activities.
• Supervises the consistent improvement and refinement of the institution’s database, including its ability to track key donors, provide necessary donor research and record relevant alumnae characteristics and accomplishments.
• Oversees all operational aspects of the development effort to ensure the highest levels of integrity, efficiency and consistency in the posting and personal acknowledgement of all gifts through the establishment and adherence to gift policies and procedures.
• Stays abreast of current research, trends and innovations in all areas of responsibility and provides pertinent information to the President, the Development Team and the appropriate committees of the Board.
• Works closely with the President and Vice President of Marketing & Communications to manage the work flow and production assignments of the department in order to ensure that standards are maintained.
• Coordinates two planned giving events yearly for prospects and one annual event for the Cornerstone Society members.
• Assists in the Dasher Days of Giving and planned giving direct mail activities, in coordination with Associate Director of Development and Alumnae Director.
• Assists in donor research and analysis, works in coordination with other development team members to determine donor visit schedule, mailing schedule, and other scheduling activities.
• Manages call report process and works with Advancement Team on process analysis each year.
• Identifies compelling stories for donor communication, Word magazine, campaign and planned giving newsletters.
• Attends specific DSHA activities during the weekends and evenings, as assigned.
• Performs other duties as assigned.
Supervisory Responsibilities:
Supervises the Data Systems Manager, Associate Director of Development, Alumnae Director, Director of Volunteer Engagement & Special Events, and Development Assistant.
Qualifications:
Education and/or Experience:
Position requires a bachelor’s degree and 10-15 years of work experience with 5-7 years in fund raising required. Demonstrated success in cultivation and personal solicitation is a must. Experience with Raiser’s Edge software or other fundraising software is required. Analysis and fundraising plan development is preferred.
Knowledge, Skills and Abilities:
Ability to demonstrate dedication to the mission and vision of DSHA is required. Strong interpersonal skills and ability to relate to all high school constituents is essential. Highly effective oral and written communication skills are required. Experience with organization and management of a prospect portfolio, execution of personal donor visits and the ability to multi-task is required. Must be extremely organized, detail oriented and able to take initiative on projects, work independently or with a team. Experience with Raiser’s Edge software (or other fundraising software), proficient computer skills using MS Office software, the internet and email is required. The ability to maintain confidential information is required.
Must have valid driver’s license and access to a reliable vehicle.
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. There is occasional travel.
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 (3) 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.
Middle & Upper School English Teacher
Sacred Heart Academy Bryn Mawr
Posted: May. 21, 2025
Bryn Mawr, Pennsylvania, United States
Sacred Heart Academy (SHA) Bryn Mawr (PA) seeks a dynamic, reflective, passionate, and experienced English Teacher for the 2025-26 academic year. The position includes teaching one section of Grade 8 English Language Arts and four sections of Upper School English. The ideal candidate is an enthusiastic educator who possesses a willingness to collaborate with dedicated educators within the SHA faculty. The candidate will demonstrate a passion for working with adolescent girls as well as a commitment to the development of the whole child.
The candidate will also contribute to the life of the school by serving as an advisor, leading a club, and/or coaching a sports team.
Sacred Heart educators immerse students in diverse global perspectives, developing competencies such as critical consciousness, language facility, and cultural literacy. The ideal candidate will model these values.
Qualifications
Bachelor’s degree in English required; advanced degree preferred
Prior teaching experience preferred
Willingness to work with colleagues to evaluate, design, and implement English curricula
Passion for teaching and for girls’ education
Ability to design and facilitate rigorous, empowering learning that is student-centered and meaningful
Intellectual curiosity and a desire to spark a love of learning in students
Excellent communication and organization skills
A genuine appreciation of adolescents, a sense of humor, and the ability to work well within a collaborative environment
Proficiency in the use of classroom technology: interactive smart boards, learning management systems, Google Workspace, and more
Commitment to curriculum and instruction that demonstrates cultural competency
Commitment to promoting “the inherent dignity of the human person and (striving) for relationships characterized by inclusion and mutual respect” (Sacred Heart Goal IV Criteria 1)
To apply, please send a cover letter, resume, and contact information for three professional references to Director of Academics Donna Romero (donna.romero@shabrynmawr.org).
Primary School Teacher (Grades 3-5)
Posted: May. 16, 2025
Summit, New Jersey, United States
Kent Place School is seeking a dynamic, knowledgeable Upper Elementary (Grades 3-5) Math and Social Studies teacher for the 2025-2026 school year who is committed to strengthening intellectual curiosity, confidence, leadership skills, and critical thinking among young learners. The educator who fills this position will join a vibrant Primary School community focused on providing joyful, durable learning experiences for all learners.
Successful candidates will demonstrate:
A deep understanding of mathematics and social studies education, with a strong foundation in teaching mathematics in grades K-5;
The ability to design engaging, inquiry-based learning experiences that support students’ conceptual understanding, problem-solving skills, and abilities to make connections across content areas;
A commitment to creating a classroom that is academically challenging, culturally responsive, and developmentally appropriate;
Enthusiasm for working with young learners and a demonstrated ability to build supportive relationships that inspire students to take risks and grow as learners;
A collaborative mindset and strong interpersonal skills that enable them to contribute to a professional learning community within and beyond the Primary School.
Requirements: experience teaching Mathematics and Social Studies (preferably for at least three years and with Primary School-aged students); a Master’s degree in Mathematics or in Elementary Education preferred.
Please submit a cover letter and resume to apply.
Kent Place School is an equal-opportunity employer. We seek candidates who support the development of a school community that is culturally competent, a working environment that is affirming and inclusive, and where each member feels safe and valued, as described in our Diversity statement.
Live-In Resident Supervisor
Flintridge Sacred Heart Academy
Posted: May. 16, 2025
La Canada Flintridge, California, United States
Summary: The role of the Live-In Resident Supervisor is to foster a healthy and inclusive
residential environment where each girl feels empowered to live comfortably and grow. This position requires a responsible, caring, energetic, and engaged professional who is interested in helping high school girls make connections, develop relationships, and navigate all aspects of community living. The position also includes residential life duties predominantly during the weeknights and weekends. This position requires experience in residential life and/or youth mentoring. This position is instrumental in supporting the residential life team to create a homelike atmosphere in the dorms centered on inclusion and belonging, and is willing and available to regularly socialize and talk with students and help when advice is needed.
Essential Job Functions:
Approaches students with curiosity and focused on building trusting relationships;
Foster a sense of belonging, empathy and curiosity;
Provides afternoon, evening and weekend duty supervision of the dorms; which includes supervising, caring and accounting for the whereabouts of students, along with chaperoning weekend outings;
Required to meet every Tuesday for all staff meetings, has a weekly breakfast duty on school mornings and weekly overnight duty
Monitors study hall and assists the students with homework when needed and appropriate;
Must be regularly accessible to students when on campus, whether formally or informally, willing to share personal space, to create a homelike environment. Required to attend and occasionally lead important Residential Life programmatic events. These events include, but are not limited to: family dinners, intentional programs, prayer services, the annual boarding hall fall and spring retreats, birthday and cultural dinners, etc.
Communicates all concerns promptly to the Director of Residential Life or another School Administrator if Director is unavailable;
Develops professional relationships with students and team members;
Contributes to the provision of an environment which supports the academic, social, emotional and physical well-being and development of students;
Must keep composure and lead during emergency situations. Follow and enforce all school emergency procedures which include roll-call, calling proper authorities as needed, and reporting to higher administrators or authorities any missing students. All while prioritizing the safety and well-being of the residential life students.
Works with the school nurse and Director of Residential Life to properly administer medicine and provide medical support to students.
Other duties as assigned by the Director of Residential Life or upper management.
Skills, Knowledge and Abilities:
Bachelor’s degree preferred
Multilingual preferred; Spanish and Mandarin are a plus
Previous experience in residential life preferred
Have an energetic, caring and positive demeanor
Strong interpersonal skills, a sense of humor and a genuine interest in living and working with adolescent girls
Demonstrated ability to work in a collaborative fashion
Understanding and appreciation of multicultural diversity
Must possess excellent verbal communication and listening skills
Must hold a valid California driver license and have automobile insurance
Proficient in Word, Excel, PowerPoint, Outlook and Google functions
Physical and Environmental Conditions:
Must be able to sit, stand, walk, run, observe and monitor student behavior in all facets of the school environment.
Must be able to reach, bend and/or lift 50 pounds
Must be able to drive students to and from activities, days and evenings, as needed
Commitment to Diversity and Inclusion: Diversity is a vital element of Flintridge Sacred Heart Academy’s mission to educate young women for a life of faith, integrity and truth. At Flintridge Sacred Heart, we seek to create and sustain a vibrant, inclusive community and we value and appreciate the uniqueness contained within each person so as to honor the diversity of God’s Creation.
Flintridge Sacred Heart Academy is an equal opportunity employer. We evaluate all applicants without unlawful consideration of race, color, age, religion, gender, marital status, disability, veteran status or any other characteristic protected by applicable law.
Learning Strategies Education Assistant
Posted: May. 16, 2025
Vancouver, British Columbia, Canada
Learning Strategies Education Assistant
Senior School (Grade 8-12)
Full Time – 1 Year Contract
Starting August 2025
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 Resource Educational Assistants committed to providing an exceptional 21st-century learning environment for our students. The successful candidate will demonstrate an ability to work with students with a variety of learning diversities. Through working alongside the Learning Strategies Coordinator, Educational Assistants play an important role in the implementation of IEPs (Individual Education Plans) by performing a variety of functions to support our diverse learners, including working one-to-one with students in the classroom.
Qualifications
Diploma of Educational Assistant with Special Education training
Two years of working in Special Education preferred
Experience and/or qualifications in working with children with hearing impairments, Autism Spectrum Disorder, and a range of neuro-diversities
British Columbia Teachers’ certification is an asset
Independent School experience is an asset
Knowledge, Skills and Experience
Knowledge of British Columbia Curriculum and pedagogy
Knowledge of the current research on girls and learning, developing critical 21st-century global capacities
Demonstrated experience as an enthusiastic and caring educator. A commitment to equity, 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
Excellent 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
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 $39.54 in accordance with the Collective Agreement with BCGEU.
Assistant Teacher – Early Childhood Center (Kindergarten)
Posted: May. 16, 2025
Bryn Mawr, Pennsylvania, United States
Position: Assistant Teacher – Early Childhood Center (Kindergarten)
Founded in 1888, The Baldwin School is a non-sectarian college preparatory, independent day school, PreK-Grade 12, dedicated to a tradition of excellence in all-girls 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 seeks applicants for the position of Assistant Teacher – Early Childhood Center (Kindergarten) to work collaboratively with Kindergarten teaching faculty to help girls develop academic and social-emotional skills. The successful candidate will possess effective interpersonal and written and oral communication skills. She or he will be energetic, creative, collaborative, and flexible. The successful candidate will love working with young children and have an understanding of and appreciation for girls’ education. This position is an opportunity for new teachers to work directly in a classroom with the support and supervision of our expert faculty.
Responsibilities
Collaborating with the lead teacher in planning, designing, and implementing curriculum;
Providing support for and instructing children in whole class, small group, and individual instruction in classrooms;
Assisting students in navigating daily routines, including meal times;
Helping maintain a clean and organized classroom space;
Performing arrival and dismissal duties;
Attending staff meetings and serving on committees, as required; and
Other duties, as assigned by the Division Head or the Head of School.
Qualifications
Bachelor’s degree in early childhood or elementary education;
Experience working with young children;
Invites feedback and follows recommendations from lead teachers;
Working knowledge of Macintosh operating systems; and
Comfortable using online texts, iPads, student information systems, and other computer systems.
Contact
Interested candidates, please submit a cover letter, resume, and 3 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/1500873-409023.html
Middle School Math Teacher
Posted: May. 16, 2025
Bryn Mawr, Pennsylvania, United States
Middle School Teacher of Mathematics
Founded in 1888, The Baldwin School is an all-girls college preparatory, independent day school, PK-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 Middle School Teacher of Mathematics to teach classes ranging from 6th grade math through honors Algebra 1, make a meaningful contribution to the advising and co-curricular programs, engage in those duties typical of independent day school life, and support the school’s mission. Successful candidates will have an understanding of and appreciation for girls’ education.
We seek candidates interested in working collaboratively on innovative curriculum design and development. In addition to the ability to teach mathematics, engage students positively, and interact productively with colleagues and parents, the successful candidate will have a strong facility in developing students’ ability to express themselves in speech and writing with clarity and precision using relevant technology.
Responsibilities:
In partnership with the department chair and colleagues, develop and teach assigned MS Math courses to ensure a cohesive learning trajectory from year to year;
Create an inclusive and supportive classroom community, establish routines and build relationships with students; use positive guidance, offer helpful feedback and exhibit patience, empathy and respect;
Differentiate instruction and materials to meet the diverse needs and learning styles of all students;
Assess student progress and adjust teaching plans accordingly; provide students with regular and timely feedback about their progress;
Maintain an ongoing dialogue with parents about student progress, through emails, phone calls, report-writing and in-person conferences; maintain strong communication with colleagues, families, and administration;
Create and regularly update a digital classroom page, using Baldwin’s learning management system (LMS), as a primary means of communicating classroom activities to families;
Collaborate with colleagues in other content areas to design interdisciplinary and project-based learning experiences;
Demonstrate flexibility, adaptability and a commitment to growth for yourself and your students, by actively pursuing professional development in the teaching of relevant to your teaching practice;
Serve as an advisor, club leader, chaperone, or other co-curricular leader in support of the Middle School; and
Other duties as assigned by the Division Director or Head of School.
Qualifications:
B.A. in mathematics, secondary education, or a relevant subject area is required, M.A. is preferred;
3-5 years of teaching experience in the discipline;
Creative, energetic, and positive approach to teaching;
Ability to use academic technology to enhance classroom instruction; and
Effective communication skills, including the ability to provide developmentally appropriate feedback to middle school students.
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/1501775-409023.html
Science Teacher
Posted: May. 16, 2025
Romford, Essex, United Kingdom
We are seeking to appoint a high-calibre Teacher of Science to join a talented and supportive team at The Frances Bardsley Academy for Girls. This is a fantastic opportunity to work with passionate and experienced colleagues and would be suitable for teachers at all stages of their career.
The successful candidate will:
• Share our commitment to building great learning communities for our students.
• Inspire young women with a passion for Science
• Plan creatively for high-quality teaching, learning and assessment.
• Deliver highly effective and engaging lessons with the aspiration of raising the academic outcomes of our students.
• Be motivated to challenge and help develop amazing young women
• Work collaboratively across the school
• Support the ongoing growth and development of the department
• Have a QTS Qualification
The successful candidate will become part of an oversubscribed, flourishing school for girls aged 11 to 18, with confident, courteous, articulate students and an ethos in empowerment. The school is committed to providing the best learning opportunities in a safe, secure and friendly environment with dedicated colleagues who strive for excellence.
In return we can offer you:
• Welcoming and friendly colleagues
• A stimulating and welcoming learning environment with excellent facilities, including a farm, an art gallery and our own railway
• High-quality CPD including NPQ and other further qualifications
• Opportunities to teach across Key Stage 3, Key Stages 4 and Key Stage 5
• Strong links with girls’ schools in the UK and abroad through the International Coalition of Girls Schools (ICGS)
• Access to the Schools Advisory Service (SAS), the Trust’s employee well-being support and medical programme. This includes 24-hour-a-day access to a GP helpline for you and those within your household, a counselling service, stress management, weight loss programme, physiotherapy, menopause support and much more.
• Links with the local community, including our charity partner, The Trussell Trust Food Bank
• Increased priority in admission to our school for your child/ren
• Close proximity to the M25, Romford Railway Station (Elizabeth Line) and on a main bus route
For further information about this role, please email recruitment@lifeeducationtrust.com. Visits to the school are welcomed.
The Frances Bardsley Academy is a large secondary school situated in Romford, Havering. With beautiful buildings and a stunning site, the school has been recognised as ‘Ofsted Outstanding’ for Behaviour & Attitudes, Personal Development, and Leadership & Management. The school boasts a Progress 8 score of +0.39, showcasing its commitment to academic excellence. The Frances Bardsley Academy is dedicated to the growth and development of its teachers and leaders, providing ample opportunities for professional development and career progression.
At the LIFE Education Trust, our mission is ‘To build great learning communities where children flourish’. To accomplish our mission, we keep our 3 core beliefs at the heart of everything we do: Courageous Optimism, Boundless Creativity and Heartfelt Compassion. We support our schools to deliver excellent pupil outcomes, create vibrant, exciting environments and offer rewarding careers for employees.
The Trust reserves the right to interview prior to the deadline date.
We encourage and welcome applications from all backgrounds and all parts of the community, particularly people from ethnic minorities who are currently under-represented. LIFE Education Trust is an equal opportunities employer and is committed to safeguarding and promoting the welfare of children and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the DBS.
People and Culture Officer
Posted: May. 16, 2025
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: Permanent Full-Time (48 weeks a year, 76 hours per fortnight)
Commencement Date: Monday 17 June 2025 or by negotiation.
Santa Sabina College is seeking an experienced and passionate People and Culture Officer to join our People and Culture Function.
The successful candidate will:
– support the Catholic Dominican Mission of the College and promote the prayer life of the College
– minimum of two years experience in a similar role
– Tertiary qualifications or Certificate IV in Human Resources is advantageous
maintain professional registration with associations and provide updated certificates to People and Culture
– comply with NSW Department of Health Screening and Immunisation and Santa Sabina College Policy
– current Working with Children Check (WWCC)
– excellent written and interpersonal communication skills
– demonstrated experience in dealing appropriately with highly confidential and sensitive information
– demonstrate a good knowledge of the Google Suite, including Mail merge and computer software
– demonstrated innovative practice, lateral thinking, use of initiative, and the ability to anticipate the needs of the organisation.
– Experience in a school environment highly desirable.
Please visit the College website for further application details: https://www.ssc.nsw.edu.au/about-santa-sabina/employment-vacancies/
Applications must contain a cover letter addressed to the College Principal, Ms Paulina Skerman. For further information, please contact Ann McGovern, Deputy Principal – Staff on (02) 9745 7025.
Applications close: 4:00pm Thursday 29 May 2025.
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.
5th Grade Homeroom/Humanities Teacher 2025-2026 (full-time)
Forest Ridge School of the Sacred Heart
Posted: May. 16, 2025
Bellevue, Washington, United States
This position is for a 5th Grade Homeroom and Humanities teacher who can create a safe, contained environment for our youngest students as they embark on their middle school lives. Our middle school is highly relational, and we believe that knowing every student well is key to success academically and as they develop as people. With the support of the Grade Level Lead and the Middle School Director, this person will be the main point of contact for parents/guardians of the 5th-grade class.
We have a strong middle school culture based on respect for the work of teaching pre-adolescents and we are proud of our work with this age group. This teacher will have a partner in the 5th-Grade Level Lead who will plan co-curricular activities. Main responsibilities include teaching 5th grade integrated humanities and math or religion (if qualified) and serving on the grade-level team as a class advisor. A 6th-grade humanities class may be part of the final assignment.
Part-Time Long Term Substitute School Counselor
Forest Ridge School of the Sacred Heart
Posted: May. 16, 2025
Bellevue, Washington, United States
Forest Ridge School of the Sacred Heart, an independent school for girls in grades 5-12, welcomes students, adults and families into an inclusive global learning environment which respects and strives for diversity, openness, understanding and acceptance of all human beings.
THE ROLE:
Forest Ridge school counselors provide counseling services to students in grades 5 through 12 in addition to consultation and education to both parents and Forest Ridge colleagues on matters of mental health, student support, and crisis response. Additionally, this role supports and participates in the promotion of student wellness in all areas of school programming.
Lower School Administrative Assistant
Posted: May. 14, 2025
Bryn Mawr, Pennsylvania, United States
Position: Lower School Administrative Assistant
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 Lower School Administrative Assistant to provide administrative support to both the Head and Assistant Head of the Lower School and is responsible for the organization and efficient operation of the Lower School Office. Successful candidates will have an understanding of and appreciation for girls’ education.
Responsibilities:
Provide outstanding customer service, in person, on the phone, and in all written communications, to reinforce the welcoming and supportive environment of the Lower School.
Handle incoming phone calls and welcome visitors with professionalism and warmth.
Interact with students in a kind and welcoming manner.
Execute school security policies to maintain a safe environment.
Proactively initiate and complete all tasks with precision and in a timely manner.
Maintain daily attendance records and student dismissal plans, and follow up on unexplained absences.
Monitor inventory and order supplies for the Lower School Office, Faculty Room, and classrooms.
Prepare and maintain student records and files.
Organize and maintain the Lower School Head’s appointment calendar.
Prepare, review, and post written and electronic communications including correspondence to families and faculty/staff and web postings.
Plan and support interviews, meetings and School events such as Academic Evening, parent conferences, class trips, and faculty meetings.
Organize and execute all details of high-impact Lower School events, Grandparents’ & Special Friends Day and the Grade 5 Moving Up Ceremony.
Required Qualifications Include:
A Bachelor’s degree is preferable, with 5 or more years of administrative experience
A candidate should possess excellent technological skills, with proficiency in Google Suite and other software and online resources.
Excellent organizational skills are needed along with exceptional communication and interpersonal skills, flexibility, attention to detail and the ability to present oneself in a warm, yet professional manner.
A candidate must be capable of fostering professional and courteous relationships with students, faculty, staff, administration, parents, and visitors.
The ideal candidate will have demonstrated team related skills, experience in an academic setting, and a desire to work in a collegial atmosphere.
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/1500409-409023.html
Director of School Safety and Security
The NIghtingale Bamford School
Posted: May. 14, 2025
New York, New York, United States
The Nightingale-Bamford School seeks a full-time Director of Safety and Security to lead and manage all school safety and security aspects. This role involves developing and implementing comprehensive safety strategies, collaborating with external agencies (law enforcement, first responders, etc.), and ensuring a secure environment for the entire school community. The ideal candidate will possess strong leadership, communication, and problem-solving skills and a deep commitment to student and community safety. Diplomacy, flexibility, and adaptability are essential in fostering a warm, caring, and effective learning environment. The Director of Safety and Security is responsible for the comprehensive safety and security of all students, faculty, staff, and visitors across all school locations. This role involves proactive leadership, strategic planning, and hands-on management to ensure a safe and secure learning environment.
This is a full time 12-month, full-time, exempt position that reports to the Director of Building Operations and Capital Management, starting on April 1, 2025 or earlier.
RESPONSIBILITIES INCLUDE (but are not limited to):
Lead and manage all safety and security personnel, including scheduling, training, and performance evaluations.
Ensure staff compliance with all policies and procedures, maintaining required certifications and licenses.
Develop, implement, and enforce comprehensive safety and security protocols, including emergency response, risk prevention, and regulatory compliance.
Conduct regular safety assessments, inspections, and risk management audits.
Manage security technology systems (surveillance, access control, etc.) and vendor relationships.
Oversee visitor management, traffic control, and facility security.
Maintain building security plans and safety manuals.
Develop and manage emergency response plans and conduct drills, ensuring compliance with NYC and NYS regulations.
Provide emergency response and support, including after-hours availability.
Serve as the first responder to security incidents and advise stakeholders on safety measures.
Cultivate a proactive safety culture and liaise with law enforcement, fire departments, and other external agencies.
Conduct safety training and presentations for staff and students.
Collaborate with all school departments to ensure a safe environment.
Maintain accurate records, conduct investigations, and submit required reports.
Ensure compliance with all federal, state, and local safety regulations.
Review and implement national best practices.
REQUIRED QUALIFICATIONS:
Bachelor’s degree in a related field.
10+ years in law enforcement, security, or safety (preferably in education).
5+ years in a supervisory security role.
Valid driver’s license and NYS Fire and Life Safety Director certification.
Proven leadership in security team management and personnel training.
Expertise in emergency management, risk assessment, and security technology.
Strong knowledge of safety regulations and best practices.
Excellent verbal and written communication skills.
Ability to remain composed in high-stress situations.
Strong problem-solving and multitasking abilities.
Proficiency in security systems, Google Suite, or related software.
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.
Ability to maintain confidentiality and earn the trust of the school community.
PHYSICAL REQUIREMENTS:
Endurance: Perform duties for standard and extended shifts (up to 16 hours in emergencies).
Mobility: Navigate school property, including stairs, and assist/carry individuals if needed.
Physical Stamina: Stand, sit, bend, kneel, lift, and carry as required.
Environmental Adaptability: Work outdoors in various weather conditions.
SALARY RANGE:
In compliance with NYC’s Pay Transparency Act, this position’s annual salary range is $130,000- $140,000. 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.
Lower School Librarian
The Nightingale Bamford School
Posted: May. 14, 2025
New York, New York, United States
Lower School Librarian
The Nightingale-Bamford School seeks an experienced, dynamic Lower School Librarian for the 2024-2025 school year.
The ideal candidate will support our school’s mission, goals, and vision; value community; bring a spirit of enthusiasm and energy, and be willing to take thoughtful initiative in a collaborative setting.
RESPONSIBILITIES INCLUDE (but are not limited to):
Plan and teach engaging library classes for K-4 students
Evaluate and update Lower School Library scope and sequence as needed in keeping with the K-12 curriculum
Oversee the maintenance of the school’s K-4 library collection, including circulation, collection development, inventory, and evaluation
Provide reader’s advisory and reference assistance to Lower School students, families, and Professional Community members
Create a joyful space that celebrates learning, reading, authentic inquiry, and collaboration
Supervise library space during recess, student visits and after school
Collaborate with classroom teachers to support student learning and curriculum in research projects and reading programs, integrating skills that foster information literacy and digital citizenship
Be a proactive and collaborative member of the Library Department to develop and carry out cross-divisional library and curriculum and events, such as library orientations, book clubs, book fairs and author visits
Develop and maintain a diverse collection of print, ebook, and audiobooks resources
Collaborate with Lower School Leadership Team around community programming
Assume other duties and responsibilities as assigned
REQUIRED QUALIFICATIONS:
Master of Library Science (MLS)
At least 3 years experience working with Lower School students
Experience working with inclusive programming
Flexibility and curiosity as well as a love of working with children, and an extensive knowledge of children’s literature
An understanding of the scope and the sequence of library and information literacy curriculum, particularly for lower school readers and learners
Experience in evaluating and selecting print and digital resources
Excellent classroom management skills
Strong communication skills, including the ability to proactively collaborate with students, families, and the Professional Community
Ability to empower students to be critical thinkers, enthusiastic readers and skillful researchers
Technology and Software Knowledge: G Suite for Education, Follett Destiny Library Manager, LibGuides, and various library databases and digital content
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
Demonstrated cultural competence and an ability 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
A supportive and compassionate approach to teaching
Exceptional interpersonal skills and an ability to work collaboratively
Superb oral and written communication skills
High level of initiative and a proven ability to work collaboratively
HOW TO APPLY
Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers.
SALARY
In compliance with NYC’s Pay Transparency Act, this position’s annual salary range is $75,000 – $93,000. 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.
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.
Dean of Students
Posted: May. 14, 2025
South Brisbane, Queensland, Australia
About Us
Somerville House is a day and boarding school for girls established in 1899, providing exceptional education for students from Prep through to Year 12, with co-education Pre-Prep offering. Somerville House students have the opportunity to participate in an extensive academic, sporting and cultural program, while receiving high standards in personal care and individual attention within the School community.
Somerville House is a member of the Presbyterian and Methodist Schools Association (PMSA). The PMSA is a mission of the Presbyterian and Uniting Churches.
The Role
The Dean of Students is responsible for providing strategic leadership in student wellbeing, inclusion, behaviour, engagement, health services and student learning across Years 7-12 in line with the Culture of Care Wellbeing Framework.
The role will collaborate closely with the Junior School Wellbeing leaders, Head of Boarding. Heads of Year and Senior Chaplain and is an integral part of the Senior Leadership and Academic Leadership teams supporting the School’s philosophy, policies, procedures and core values.
The successful applicant will have:
• A Master’s degree in Education, Educational Leadership or a related field.
• Qld College of Teachers’ Registration (or eligibility for registration).
• Demonstrated experience in a Senior Wellbeing or Student Services Leadership position within an educational context.
• Proven capacity to lead strategic, cultural and operational change.
This is a 3-year fixed-term contract with the option of a 2-year extension commencing Term 4, 2025 or as negotiated with the preferred candidate.
Please refer to the School’s website for the Dean of Students Position Description, Applicant Pack and details regarding the Application Process.
For a confidential discussion, please contact Taryn Miller, Director of Human Resources via the details on the Applicant Pack.
Applications for this position close 5:00pm, Sunday 08 June 2025. Interviews will occur on Saturday 14 June 2025.
Lower School Psychologist – Leave Replacement
Posted: May. 14, 2025
New York, New York, United States
Job Title: Lower School Psychologist – Leave Replacement
Department: Lower School Student Support
FLSA Status: Exempt
The Hewitt School – New York, NY
ABOUT HEWITT
Established in 1920 and located in New York City, The Hewitt School is an independent K-12 girls’ school whose mission is to inspire girls and young women to become game changers and ethical leaders who forge an equitable, sustainable, and joyous future. Hewitt empowers and expects our community members to embrace multiple points of view, to engage others with empathy and integrity, and to champion equity and justice in all areas of our lives. As a community, Hewitt is fully committed to a culturally diverse faculty, staff, and student body.
POSITION SUMMARY
The Hewitt School is seeking a psychologist, school counselor, or licensed clinical social worker as a leave replacement from August 2025 to December 2025.
ESSENTIAL FUNCTIONS/RESPONSIBILITIES
Develop relationships with students in grades K-4 to ensure mental health and well-being for all children in the lower school
Observe students in classes and during less structured times in consultation with teachers and offer specific strategies to support classroom behavior and well-being
Provide professional guidance to faculty to best support the social-emotional learning of students
Provide 1:1 support or support in small groups for social or emotional guidance
Partner with learning support team to review neuropsychological evaluations and design support plans
Facilitate crisis response work with students and their families as well as with faculty and wider school community
Make referrals to outside professionals for students needing therapy or other forms of support or assessment
Support teachers and division head in cases of discipline and response
Lead wellness and social-emotional learning classes for students in collaboration with teaching teams
Facilitate lower school Tapestry Circle, an affinity space for students from varied family structures
Collaborate with the health office, learning specialists, and division head to ensure student health, wellness, and safety
Liaise with outside providers to provide a continuity of care to students and families
Design and lead parent education on mental health
Participate in meetings with K-12 counseling team to ensure consistent and mission-aligned practice in support of Hewitt students, families, and faculty
QUALIFICATIONS REQUIRED
NYS licensed or license-eligible clinical or school psychologist or social worker (LMSW or LCSW)
Minimum of 3-5 years of experience in a school setting
QUALIFICATIONS DESIRED
Demonstrated commitment to anti-bias education and social justice
Inquiry-based pedagogy
Culturally responsive approach to teaching
Fluency in multiple student-centered instructional approaches
Commitment to student life
Proven dedication to professional growth and purpose-driven practice
Professional practice and ability to model contemplation as part of intellectual exploration
SALARY RANGE
Starting Salary Range: $80,000 to $110,000 {prorated for duration of term}; (salary based upon, but not limited to, relevant experience and expertise)
TO APPLY: Please submit a resumé, cover letter, and examples of previous relevant work via our applicant tracking portal. Cover letters should reflect a careful reading of The Hewitt School’s website, including the School’s academic philosophy. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration.
IMPORTANT INFORMATION
The Hewitt School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the School not to discriminate on the basis of any category prohibited by applicable federal, New York State and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination.
After-School and Camp Coordinator
Posted: May. 14, 2025
New York, New York, United States
Job Title: After-School and Camp Coordinator
Department: Hewitt After-School
FLSA Status: Non-Exempt
The Hewitt School – New York, NY
ABOUT HEWITT
Established in 1920 and located in New York City, The Hewitt School is an independent K-12 girls’ school whose mission is to inspire girls and young women to become game changers and ethical leaders who forge an equitable, sustainable, and joyous future. Hewitt empowers and expects our community members to embrace multiple points of view, to engage others with empathy and integrity, and to champion equity and justice in all areas of our lives. As a community, Hewitt is fully committed to a culturally diverse faculty, staff, and student body.
POSITION SUMMARY
The after-school and camp coordinator plays a vital dual role within Hewitt’s lower school community, supporting students and faculty throughout the academic day and leading the management of the after-school and camp programs. This position is designed to foster a seamless and supportive experience for students, ensuring continuity between the school day and after-school hours. The coordinator is responsible for cultivating a safe, nurturing, and engaging environment rooted in the School’s values.
By working closely with students, faculty, and staff during school hours, the coordinator builds strong relationships and a deep understanding of the School’s values, practices, and routines, laying the foundation for a cohesive transition to after-school programming. Professionalism, respect, and a strong sense of responsibility are essential to this role, as is a commitment to upholding a positive and inclusive school culture in all interactions. The coordinator should expect to spend approximately 50% of their time supporting the school day and 50% of their time in after-school.
ESSENTIAL FUNCTIONS/RESPONSIBILITIES
After-School
Design age-appropriate and enriching after-school and camp projects and activities, and lead the instruction
Plan and lead capstones and showcases when families and friends are invited to participate
Send communications such as welcome emails and reminders to families, faculty, and staff to ensure all parties are fully informed
Coordinate with internal and external instructors to ensure the program’s success
Dismiss students to authorized adults and keep an accurate record of dismissal times, drop-ins, and late pick-ups
Be responsible for snack distribution, space setup and cleanup, attendance, dismissal, and program supervision
Maintain and organize all supplies, equipment, and materials
Respond to emergencies calmly and professionally, and communicate with all parties involved promptly
Supervise child care on special days such as conference day, field day, and for evening events.
School Day
Support the lower school with lunch, recess, and walking duties
Provide coverage when teachers are absent
On occasion, chaperone students on field trips
Provide supervision during special community events, such as all-school assemblies and field day
QUALIFICATIONS REQUIRED
Demonstrated commitment to anti-bias education and social justice
Knowledge of and experience with supervising students in K to grade 6 and acting as a positive role model
Reliable and dependable
Work a flexible schedule to meet program needs
Excellent written and verbal communication skills
Knowledge of Google Suite (Gmail, Google Docs, Google Sheets, Google Slides)
High intrinsic motivation and capacity for work, strong interpersonal skills, discretion, flexibility, proactivity, ability to set priorities, and sterling independent judgment
Ability to handle multiple priorities simultaneously, and excellent organizational, technological, and follow-up skills
QUALIFICATIONS DESIRED
Experience working with children from pre-kindergarten to sixth grade and a demonstrated commitment to building community
A bachelor’s degree in early childhood education, development, or psychology, or similar experience
Culturally responsive approach to teaching
Proficient with Mac platforms; comfortable with technology, or demonstrated ability to learn quickly
Commitment to student life
SALARY RANGE
Starting Salary Range: $42,000 to $50,000 (salary based upon, but not limited to, relevant experience and expertise)
TO APPLY: Please submit a resumé, cover letter, and examples of previous relevant work via our applicant tracking portal. Cover letters should reflect a careful reading of The Hewitt School’s website, including the School’s academic philosophy. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration.
IMPORTANT INFORMATION
The Hewitt School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the School not to discriminate on the basis of any category prohibited by applicable federal, New York State and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination.