Job Opportunities

Preschool Powered by Play Manager

Location:

 
PRESCHOOL POWERED BY PLAY | Tacoma, WA
 

Start Date: September 9, 2026

ABOUT GREENTRIKE

Greentrike is a dedicated nonprofit organization committed to advocating for and providing equitable access to playful, enriching experiences for children, youth, and families. Through innovative programs and initiatives, Greentrike fosters joyful learning and community engagement, emphasizing the vital role of play in childhood development. Greentrike programs include the Children’s Museum of Tacoma, Children’s Museum at JBLM, Play to Learn Pierce County, and Preschool Powered by Play.
 

POSITION SUMMARY

The Preschool Manager supports all aspects of Preschool Powered by Play, including development and implementation of curriculum and environment planning, evaluation, and administrative operations, including budgeting and expense monitoring. This role is responsible for creating high-quality, play-based and educational experiences for children ages 2–5, while engaging families in the value of play as a foundation for learning. The Preschool Manager embraces the Reggio Emilia approach, demonstrates creativity, and adapts readily to changing needs.
 

RESPONSIBILITIES

Leadership & Staff Management

• Manage all facets of Preschool Powered by Play staffing, including recruitment, onboarding, scheduling, supervision, and mentoring.
• Mentor and coach Preschool team, currently five members, and other Greentrike colleagues on principles of the Reggio Approach, play-based learning strategies, emergent curriculum, and documentation.
• Lead, organize, and participate in reflective professional development, including ongoing training aligned with Reggio Emilia principles and inclusive early childhood practices.
• Collaborate with the Greentrike team to provide excellent programs.

Budget & Fiscal Management

• Partner with Chief Learning Experiences Officer to develop the annual Preschool Powered by Play program budget.
• Approve and process purchases within budget guidelines; monitor expenditures against budget throughout the year.
• Flag variances and recommend adjustments to keep the program on track financially.

Curriculum & Pedagogy

• Model emergent curriculum and project-based approaches to early learning environments and programs, inspired by the Reggio Emilia approach.
• Implement and model guidance methods that respect each child’s individuality, including strategies that support neurodiverse children and children with varying developmental and sensory needs.
• Create indoor and outdoor open-ended learning experiences.

Program Delivery

• Facilitate daily Preschool Powered by Play classes inspired by the Reggio Emilia philosophy and in partnership with a co-teaching team.

Documentation & Assessment

• Model documentation techniques, templates, and processes that honor children’s learning experiences through text, photographs, and video.
• Implement observation and assessment tools.

Family Engagement, Communication, and Enrollment

• Promote family engagement and learning through ongoing communication channels, training, and family partnership meetings.
• Manage Preschool Powered by Play email account ensuring prompt and informational responses to all inquiries.
• Oversee the enrollment process, including communication with prospective families, collaboration on promotional materials, tours, family events, and maintaining organized records.

Strategic Growth & Partnerships

• Plan for program growth and service expansion in alignment with market research and strategic planning.
• Forge relationships with other programmatic partners.

General

• Ensure preschool operations comply with organizational policies and procedures, safety protocols, building expectations.
• Other related duties as assigned to support preschool operations and Greentrike’s organizational priorities.

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Assistant Director

Location:

Infant Toddler Children’s Center | Acton, MA
 

Start Date: September 1, 2026

ABOUT INFANT TODDLER CHILDREN’S CENTER

Founded in 1981 by a pediatric nurse and early childhood educator, ITC is a beloved nonprofit early education center in Acton, Massachusetts. Grounded in the belief that learning begins at the very start of life, the Center welcomes approximately 100 children each year from infancy through preschool, supported by nearly 30 educators on a 3.5-acre campus that feels both expansive and deeply familiar.

ITC creates an early learning environment marked by wonder, connection, creativity, and delight. Children are known and understood as individuals, teachers are valued as professional lifelong learners, families are welcomed as invested partners, and Board members champion the mission and the people who make it possible. Inspired by the schools of Reggio Emilia and guided by constructivist and emergent principles, the Center’s educational philosophy reflects a view of children as capable, curious, and full of ideas. Educators observe, listen, document, and develop responsive curriculum with children as their questions and interests unfold. Indoor and outdoor spaces function together as learning environments, with nature woven into daily discovery.

At ITC, children are not rushed through childhood. They are invited to live it fully through exploration, imagination, relationships, and play. The Center’s respect for individuality and continuous learning extends to its adult community. Educators bring varied backgrounds and perspectives but share a wholehearted dedication to ensuring that every child is seen, heard, and celebrated. For families, ITC offers more than care: it provides reassurance, belonging, and a first school community. When childhood is honored, everything that follows is strengthened.

A LEGACY OF LEARNING AND LEADERSHIP

Across four decades, ITC has earned a reputation for innovative, compassionate early childhood education that extends beyond the Center’s classroom walls through mentorship, professional exchange, and contributions to the broader conversation about the importance of early education. More than 2,000 children have begun their learning lives here, and families often remain connected long after their children graduate.

The Center’s legacy is rooted in place. Its home (the historic Hapgood Family Farmhouse) was once the residence of Clara Hapgood Nash (a teacher, poet, and the first woman in New England admitted to the bar) and her husband Frederick (a superintendent of schools and a founder of the West Acton Citizens’ Library).

A century later, ITC carries their spirit of learning and civic purpose forward for future generations. As it approaches its 45th anniversary, ITC is investing in renewal of its historic campus and deepening its commitment to its people and programs. The next Assistant Director will play a critical role in ensuring the Center remains a cherished resource for families and valued reference point for the field.

ABOUT THE POSITION

Reporting to Executive Director Barbara Carlson, the Assistant Director (AD) will join a four-person leadership team that also includes the Director of Development and the Director of Business and Operations. As Barbara’s principal partner in the educational life and day-to-day operations of the Center, the AD will help shape curriculum and program quality, advise and develop educators, and ensure that ITC’s operations remain aligned and true to its values.

This is a Center-wide role with meaningful authority and influence, and it calls for an engaging leader – someone who will bring creativity and flexibility, and who will advocate for every child. The position pairs broad responsibility with regular engagement in classrooms, where the Assistant Director will observe and reflect alongside educators, support them in deepening their practice, and help them respond thoughtfully to children’s varied developmental needs and classroom dynamics.

In partnership with Barbara and ITC’s teachers, the AD will advance the Center’s emergent, play-based, nature-rich, and Reggio-inspired approach, fostering a shared commitment to programmatic excellence. They will also be an accessible resource for families and a steady presence for teachers. Warmth, openness, and empathy will be essential, as will the confidence to communicate expectations with care, apply policies fairly, and make good decisions.

Alongside the pedagogical components of the role, the Assistant Director will provide senior leadership for the Center’s daily operations, translating ITC’s values and priorities into coordinated decisions and consistent practices across the Center. The Director of Business and Operations leads finance, HR administration, enrollment systems, facilities, and technology, while part-time administrative support helps protect the Assistant Director’s capacity to focus on people and programs. Because the portfolio spans both pedagogical and operational leadership, its precise emphasis will be shaped with the successful candidate, reflecting their strengths and ITC’s evolving priorities.

The successful candidate will be first and foremost a teacher who sees this role as extending their impact. They will approach leadership as a collective endeavor to create the conditions for children, educators, and the broader ITC community to learn and thrive together.

KEY RESPONSIBILITIES

Educational Leadership & Teacher Development

• Partner with the Executive Director and staff to shape ITC’s educational program and sustain its emergent, play-based, nature-rich, and Reggio-inspired approach through observation, documentation, and curriculum development.
• Strengthen program quality across infant, toddler, and preschool classrooms while recognizing educators’ experiences and individual talents.
• Guide and develop teachers through classroom observation, collaborative reflection, and growth-oriented conversations.
• Maintain a regular presence in classrooms and team meetings, gaining a rich understanding of each program’s children, educators, rhythms, and needs.
• Help educators interpret classroom dynamics and respond to a range of developmental needs with insight, empathy, and practical solutions.
• Identify learning priorities, shape professional development, and create pathways for accomplished teachers to grow as mentors and contributors.
• Attract, select, onboard, and retain dedicated educators who embrace ITC’s image of the child and commitment to continuous learning.
• Extend ITC’s contribution to the field by cultivating professional learning, modeling effective practice, and building connections with early childhood colleagues

Center Operations & Administration

• Collaborate with the Executive Director and leadership team to set priorities, translate decisions into action, and strengthen coordination across the Center.
• Exercise delegated authority for program and personnel matters when the Executive Director is unavailable.
• Provide accessible, day-to-day supervision for teachers, addressing attendance, communication, and team concerns in partnership with the Executive Director and Director of Business and Operations.
• Cultivate trusted relationships with families, lead the educational dimensions of orientation and tours, and help teachers navigate important conversations when needed.
• Oversee classroom placements and transitions with teachers and administrative colleagues, drawing on a nuanced understanding of children, group dynamics, developmental needs, and program capacity.
• Interpret and apply Massachusetts Department of Early Education and Care regulations and Center policies, including health and safety, illness and exclusion decisions, and licensing readiness.
• Coordinate staffing and coverage, including teacher call-outs, schedules, ratios, room assignments, and opening and closing plans, so classrooms remain well supported

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Atelierista

Location:

SOLFL | Miami, Florida
 

Start Date: August 17, 2026

About SOLFL

SOLFL (pronounced “sohl-fuhl”) is a bold new movement in conscious education. Standing for Student of Life, for Life, SOLFL is building a network of learning communities that integrate Torah wisdom, ecology, impact entrepreneurship, and the performing and visual arts into a deeply holistic K–12 experience.

SOLFL\’s flagship campus—SOLFL Tree of Life—is located in Miami, Florida. The school operates a Montessori- and Reggio Emilia–inspired, Torah-centered curriculum where living classrooms, farm-based learning, and nature immersion replace conventional walls.

The school is in an exciting growth phase—expanding enrollment, developing its campus, and building the operational infrastructure to support its ambitious educational vision. SOLFL’s mission is oneness: the fact or state of being unified or whole, though comprised of many parts.

About the Role

SOLFL is seeking an experienced and deeply creative Reggio Emilia Atelierista to work across our K–8 community.

Inspired by the Reggio Emilia philosophy and the concept of the Hundred Languages of Children, the Atelierista will help students explore ideas through drawing, painting, sculpture, clay, construction, photography, textiles, natural materials, digital media, light, sound, and other forms of expression.

This is not a traditional art teacher position.

The Atelierista is a researcher, collaborator, provocateur, designer, documentarian, and creative partner who works alongside students and educators to deepen inquiry. The role connects artistic processes with science, mathematics, humanities, ecology, entrepreneurship, architecture, storytelling, and the broader life of the school.

The ideal candidate understands that the purpose of the atelier is not simply to produce beautiful objects—it is to make thinking visible.

Key Responsibilities

• Lead and cultivate the K–8 atelier as a dynamic laboratory for inquiry, experimentation, research, and creation.
• Work directly with students across K–8, adapting materials, provocations, techniques, and experiences to different developmental stages.
• Collaborate closely with classroom educators and specialists to integrate atelier practices into interdisciplinary and project-based learning.
• Translate student questions and classroom investigations into opportunities for making, designing, constructing, illustrating, modeling, and experimenting.
• Introduce students to a wide range of expressive languages, including drawing, painting, clay, sculpture, printmaking, collage, textiles, photography, digital media, construction, light and shadow, natural materials, and mixed media.
• Create intentional provocations that encourage students to observe closely, ask questions, take creative risks, test ideas, and develop their own theories.
• Support students through the full creative process—from initial exploration and ideation to prototyping, revision, refinement, and presentation.
• Help students develop sophisticated relationships with tools and materials while emphasizing craftsmanship, care, independence, and responsible use.
• Collaborate on major SOLFL interdisciplinary projects, exhibitions, installations, performances, environments, and community experiences.
• Bring an atelier perspective to investigations in areas such as ecology, architecture, engineering, storytelling, entrepreneurship, science, mathematics, and the natural world.
• Use the physical environment intentionally as a teaching tool, helping create beautiful, thoughtful, evolving spaces that reflect student thinking and invite further inquiry.
• Curate student work throughout the campus in ways that honor both the creative process and the ideas behind the work.
• Maintain an organized, inspiring, material-rich atelier where students can independently access and responsibly engage with tools and resources.
• Source, organize, reuse, and creatively repurpose natural, recycled, found, and traditional artistic materials.
• Pedagogical Documentation

Documentation is an essential part of this role.

The Atelierista will observe and document students\’ processes through photographs, notes, student dialogue, sketches, prototypes, artifacts, and other forms of evidence.

The Atelierista will:

• Make student thinking and learning visible through thoughtful pedagogical documentation.
• Capture not only finished products, but questions, mistakes, discoveries, revisions, conversations, and transformations that occur throughout the learning process.
• Collaborate with educators to analyze documentation and identify possibilities for extending student inquiry.
• Create documentation panels, exhibitions, installations, portfolios, and other forms of storytelling that communicate the depth of student learning to families and the wider community.
• Help develop a culture in which educators regularly observe, reflect upon, and respond to children\’s thinking.
• The Atelierista as Collaborator

At SOLFL, the Atelierista does not operate separately from the academic program.

The Atelierista will regularly collaborate with K–8 educators to ask:

• What are students investigating?
• What questions are emerging?
• How might materials help students think differently?
• How can students represent an idea they cannot yet express through words?
• What can we build, test, observe, dismantle, redesign, or create?

The Atelierista will participate in planning conversations with educators and help shape interdisciplinary learning experiences from their earliest stages.
 

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Assistant Director

Location:

Timberline Learning Center | 170 Valleybrook St. | Breckenridge, CO 80424
 

Start Date: September 1, 2026

Position Purpose

The Assistant Director (AD) is a vital connector for Timberline Learning Center, building the operational and relational infrastructure that lets teachers focus on children and helps families feel welcome, from first contact through prekindergarten graduation. As a strategic partner to the Executive Director and Instructional Coach, the AD manages the school’s enrollment, compliance, communications, and resources, and oversees facilities so the physical environment supports learning as the “third teacher.”

In close partnership with the Executive Director, the AD helps strengthen school culture, grow family and volunteer engagement, support fundraising and new program development, and ensure a positive experience for staff, children, and families.

Leadership Partnership

• Serves as a key member of the administrative team. Advances the school mission and models TLC’s essential expectations
• Collaborates effectively with internal and external community members; bilingual skills valued
• Supports the Executive Director with grant writing, fundraising initiatives, and digital promotion

Financial Management & Purchasing

• Process tuition payments, manage parent billing, and administer tuition assistance programs
• Track CCAP and Summit Pre-K (SPK) subsidy documentation
• Create monthly snack menus within budget. Order snack and coordinate support staff preparation and delivery

Enrollment & Family Engagement

• Manage the admissions process: tours, waitlist, enrollment packets, and new family onboarding
• Communicate with prospective families and maintain accurate records and contact lists, and schedule admissions meetings
• Collaborate with Instructional Coach to plan program move-ups and prepare families and teachers for transitions
• Build trusting relationships with families and represent TLC’s philosophy to prospective families and the community
• Recruit and coordinate volunteers for projects and donations. Track volunteer hours, receipts and fees

Licensing, Health & Safety Compliance

• Maintain student files in compliance with licensing requirements, including CIIS immunization records; identify and follow up on deficits with families
• Prepare for and support childcare licensing inspections
• Administer medication per regulations, track illness, and liaise with admin. Team, school nurse and public health on health matters and communications
• Oversee health screenings, medication logs, injury reports, fire drills, and disaster preparedness
• Coordinate emergency and fire drills, maintain drill logs, organize first aid and emergency supplies

Office & Facilities Management

• Ensure professional communication by greeting guests and visitors upon entry and exit, answering phones, taking and distributing messages, and creating a welcoming and supportive space
• Maintain a safe, clean, and organized school environment, including common areas, storage, building and playgrounds
• Manage front desk operations, facility upkeep, and ordering of classroom/office, art, and janitorial supplies

Scheduling & Staff Support

• Manage substitute teacher recruitment, scheduling, and coordination
• Develop and maintain staffing schedules
• Partner with Instructional Coach on staff scheduling tied to coaching, training, and documentation time
• Support mentor teachers with classroom administrative tasks, coverage, and restocking of supplies

Administrative Projects

• Maintain important lists: classroom contacts, rosters, staff phone/email, attendance records
• Coordinate details for staff and board meetings and professional learning days (schedule, set up/break down, order food, beverages, and paper goods). Prepare meeting space and materials
• Deposit checks, monitor P.O. box, and run school errands as needed for snack and school supplies
• Support the development of new programs and school projects

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Preschool Co-Teacher

Location:

Learning Brooke Early Childhood Education Center | Cranston, Rhode Island USA
 

Start Date: August 17, 2026

Join a community where children and educators are seen as capable, curious, and full of potential.

As a Preschool Co-Teacher, you will:

• Collaborate with your teaching partner to create an engaging, responsive learning environment.
• Observe, document, and interpret children’s learning to inform curriculum development.
• Support long-term investigations that emerge from children’s interests and questions.
• Foster a classroom culture rooted in respect, belonging, and joyful discovery.
• Build meaningful relationships with children, families, and colleagues.
• Contribute to a reflective professional culture where collaboration and continuous learning are valued.
• Maintain a safe, nurturing, and developmentally appropriate environment while meeting Rhode Island licensing requirements.

We’re Looking For Someone Who:

• Is inspired by the Reggio Emilia philosophy or eager to deepen their understanding.
• Believes every child is capable, competent, and deserving of respect.
• Enjoys collaborating and sharing ideas with colleagues.
• Is curious, reflective, and open to ongoing professional learning.
• Values strong communication and authentic partnerships with families.
• Brings warmth, creativity, flexibility, and a positive spirit to their work.

“Nothing without joy.” — Loris Malaguzzi
 

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Lead Infant Teacher

Location:

Buckle My Shoe Preschool | New York, NY
 

Start Date: August 31, 2026

Infant Head Teacher Position

Buckle My Shoe Preschool is looking for a warm, loving, highly organized, creative, innovative, hard-working leader who is passionate about Early Childhood Education.

Responsibilities include:

• Daily communication with parents (comfortable speaking with parents, writing a daily report, taking photos of children at work, and documenting their experiences; ability to upload photos for parents to view, slideshows of children’s experiences).
• Create portfolios for each child, with written documentation of the higher-level thinking that takes place, including dialogue and analysis.
• Create a class portfolio, highlighting project work from the entire school year. Portfolios must reflect the teacher’s experience in classroom management, including the ability to use gentle redirection, work with small and large groups, facilitate group time, and conduct reflection meetings.
• Design developmentally appropriate lesson plans that follow the interests of the children through project-based work. Additionally, the weekly specialists (music, movement, language) will be reflected in the lesson plans.
• Meet the individual needs of the children through feeding, dressing, sleep schedules, and diaper changing.
• Attend professional meetings and development days with Reggio specialists.

Confer with staff members, co-teachers, and administration through weekly meetings using documentation to further our learning of ourselves and of the children.
Lead the training, development, and supervision of assistant/co-teacher.

Daily Responsibilities:

• Design developmentally appropriate lesson plans each week for presentation every Monday.
• Consistently maintain and update individual children’s portfolios and classroom project documentation.
• Engage in daily communication with parents, sharing photos and reports of children’s experiences.
• Work in conjunction with co-workers to collaborate on documentation and classroom planning.
• Attend all professional development days and staff meetings to foster ongoing learning.
• Uphold a warm, loving, and professional atmosphere with all children, families, and staff.
• Maintain a Reggio Emilia approach to learning.

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Hiring Teachers in Roswell & Alpharetta!

Location:

Seeds of Wonder Journey School | Roswell & Alpharetta, Georgia
 

Start Date: August 3, 2026

Are you a reflective, experienced teacher who is interested in helping to support children and families in a collaborative community?
Do you want to work in a fun community environment, with people who care about each other?

Looking for caring, patient, creative, energetic teachers who thrive on positivity! Our teachers receive 12 PTO days in their first year! We currently are looking for team members to work either 7:45am-4:15pm OR 9am-5:30pm, M-F. (We may be willing to consider other options for the right candidate!)

We feature intentionally smaller class sizes and super low ratios!

If you are a loving, experienced educator with a passion for working with young children and their families AND you have the drive and dedication to join a team of professional, collaborative educators in a Reggio inspired school serving the North Fulton suburbs of Atlanta, then we invite you to submit your resume for consideration!

Families have the option of enrolling their children either full time or part time.

Our school is ideal for teachers and families who are looking for a loving, respectful, high quality environment where children learn and develop through inquiry and play. Our school philosophy is inspired by the schools for young children in Reggio Emilia, Italy and is influenced by Constructivist Theory and Howard Gardener’s theory of Multiple Intelligences. We seek to create a diverse community by valuing and honoring children and families of all backgrounds.

Families and Teachers of ALL backgrounds invited to apply!
 

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Preschool Lead Teacher

Location:

Little Angels Country School, LLC | Antioch, CA
 

Start Date: July 20, 2026

Responsibilities

• Display Passion, Compassion, and Empathy toward Children, Families, and Community
• Creating a warm, nurturing and Flexible Environment.
• Team Member, Work cooperatively with Family, Staff and Third Party Consultants to support the child’s individual needs.
• Maintain Positive Communication and able to receive positive Feedback.
• Maintaining Confidentiality as it pertains to Program.
• Adhere to NAEYC Code of Conduct.
• Commitment to Participate in ongoing Workshops/Trainings for Professional Growth.
• Provide Individualized and Small Group instruction, following the children’s interest. (Emergent Curriculum)
• Observing, Documenting, and Reflective Practice.

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Lower Primary Associate Principal (August 2027)

Location:

Hong Kong International School/23 South Bay Close | Repulse Bay, Hong Kong
 

Start Date: August 1, 2027

The Associate Principal is an instructional leader who collaborates closely with the second Associate Principal to support the Principal in the day-to-day leadership and management of the Lower Primary (Grades Reception 1-Grade Two with approximately 800 students). The Associate Principal provides leadership and support for teaching and learning at the assigned grade levels, aligning the Lower Primary Divisional Goals with the School’s Operational and Strategic Directions and Student Learning Results. Primary responsibilities include supervision and evaluation of teachers; mentoring and developing Team Leader’s, leadership for monitoring student learning (e.g. collection, analysis and reporting of student learning data); instructional planning of curricular units; implementation of the curriculum; supporting best pedagogical practices in instruction and assessment; planning and leading professional development of faculty; allocation of resources; participation in various whole-school improvement committees, strategic planning initiatives, divisional committee work and other identified action areas.

KEY AREAS OF RESPONSIBILITY

Instructional Supervision and Leadership

• Supervise classroom teachers and supports their professional growth and performance appraisal (Profile Year, Self-directed Professional Growth and those new to HKIS).
• Regularly observe teachers and provide timely feedback to facilitate student learning and the ongoing improvement of pedagogy.
• Provide leadership and support to develop teachers’ instructional and assessment practices through coaching, modeling or in-service workshops, particularly in the areas of differentiation, assessment (particularly as it pertains to literacy and math) and inquiry.
• Lead teachers in the implementation of effective assessment practices and, collecting and analyzing student learning data to inform instructional practices.
• Build on current systems of collecting and analyzing student data, including the use and interpretation of formative, summative assessments to monitor growth and inform practice.
• Ensure that the individual learning needs of students are met.
• Actively support the Student Learning Result on spirituality, implementation of religious education while encouraging learning about other faiths.

Day to Day Management

• Review and update operational procedures and systems to promote consistency of practice and maximize student learning.
• Make management decisions to enhance teaching and learning.
• Supervise grade level Learning Specialists and counselors, while participating in Student Review Team meetings to ensure learning needs are being met.
• Collaborate closely with the grade level counselor to proactively develop the social and emotional growth of students.
• Supervise and manage student behavior and collaborate closely with teachers, counselors, and parents to address any concerns that may arise.
• Promote a sense of community and school spirit within the Lower Primary, overseeing the running of assemblies, chapels, and other community events.
• Maintain effective communication channels with all stakeholders.
• Supervise students during arrival and dismissal times and handle student discipline when necessary.

Leadership for Curriculum Implementation

• Model and uphold the tenets of play-based learning within the Lower Primary division.
• Focus on alignment of HKIS’ standards and benchmarks within teams and across grade levels to ensure a developmentally appropriate curriculum is delivered.
• Ensure continuity and consistency within teams and across grade levels by paying special attention to best practices in literacy instruction, math instruction, and inquiry as an approach to learning and curricula.
• Lead teachers in designing integrated units of inquiry using the Understanding by Design framework (UbD), developing assessments that support the development of knowledge, skills, and conceptual understanding.
• Guide teachers and the student support team in the implementation of MTSS and UDL practices.
• Ensure curriculum alignment and consistency across teams and between grade levels and work in collaboration with Upper Primary to ensure smooth curricular transitions.
• Facilitate purposeful collaboration around student learning.
• Lead parent education sessions that clearly articulate the curriculum being taught.
• Ensure appropriate use and organization of resources for curriculum implementation.

Developing Others

• Advocate and nurture a positive school culture conducive to student learning and staff professional growth.
• Work collaboratively with teachers and administrators.
• Engage others in supporting positive change.
• Lead, plan, support and/or participate in professional development opportunities.
• Facilitate opportunities for professional growth between colleagues.

Other

• Contribute actively to the HKIS Mission and Student Learning Results.
• Remain current with the latest research in elementary education, particularly as it pertains to Lower Primary students.
• Actively engage in recruitment of faculty and staff.
• Participate in school-wide projects and events and values being part of the HKIS and Hong Kong community.
• Undertake any other duties and functions as required which will help impact and strengthen the contributions of the Lower Primary and HKIS and/or improve the overall operation of the School.

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