Job Opportunities

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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Teacher @ Loyola Marymount University Children’s Center

Location:

Loyola Marymount University | Los Angeles, CA
1 LMU Drive Los Angeles, CA 90045
 

Start Date: July 20, 2026

JOB SUMMARY

Provide for the health, safety and well being of the young children enrolled in the Children’s Center. Assist in the planning and implementation of a well balanced program of age appropriate experiences and activities designed to meet the physical, emotional, social and intellectual needs of the children in his/her classroom. This person must be able to work well with others and be willing to fulfill their responsibilities in accordance with the Center’s mission, goals and philosophy.

POSITION SPECIFIC RESPONSIBILITIES:

• Be familiar with and act in accordance with the school’s philoso­phy and policies as stated in the Parent and Employee Handbooks, and the following description of Performance Criteria.
• Assist and take initiative in the following:
• The supervision of children indoor and outdoors to ensure their safety and well being, moving with children as they change location (maintenance of a clean and safe environment, staff lounge as well as classroom and schoolyards).
• The development and implementa­tion of an anti-bias, emergent type curri­culum which provides a safe, secure, and stimulating learning environment that meets the entirety of children’s individual needs, including areas of social, emotional, cognitive, physical development, and creative expression.
• Meet the maintenance needs of the individual child (i.e. feeding, diaper-changing, hand washing, nose blowing). Plan and provide snack/nutrition in accordance with the school’s policy.
• Notify the lead teacher or associate teacher of needed supplies. Communicate effectively and cooperating with other staff members. Attend scheduled staff meetings and other center functions or activities. Becoming familiar with routine room paperwork (i.e. medical sheets, sign in sheets, activity sheets) and assist in completing monthly status reports in a timely manner.
• Set regular job related goals and objectives, in cooperation and coordination with supervisors, to further personal and professional growth. Follow through on self initiated and assigned tasks.
• Be responsive to lead teachers (and teachers acting in their stead), taking and following through on requests and direct­ions in a cooperative manner. Pass on information from parents to the lead teacher (e.g. medication, absences, general information), and referring parents to lead teacher as appropriate. Provide supportive assistance to new substitutes and volunteers, as well as other new staff.
• Be flexible to meet program needs, including assisting teachers and children in other groups as needed.
• Able to respond quickly when a situation warrants immediate action.
• Perform other duties as assigned.

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Lead Young Toddler Teacher

Location:

Winston Prouty Early Learning Center | Brattleboro, VT
 

Start Date: June 29, 2026

We are looking for a lead teacher with minimum qualifications of an Associate’s Degree to work as part of our toddler team.
We are a Reggio-Inspired program that uses emergent curriculum to plan for the children’s time in our program.
Hours are full-time 7:30-4, 5 days/week. Children arrive at 8 and leave at 3:30 (so each team has an hour of paid time each day to connect, set up the room, and debrief without children).
8 children currently enrolled with 2 teachers (and a third who is designated at certain times of day to allow full-time teachers to plan, do documentation, and connect with colleagues throughout the week).
 

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Executive Director

Location:

Co-op Family Center | Eugene, Oregon, USA
 

Start Date: September 1, 2026

Position Summary:

We are seeking an innovative and community-minded Executive Director to lead us into our next chapter. The Executive Director leads daily operations while also developing forward thinking strategies that promote sustainability, growth, and high quality learning. This role requires strong administrative abilities, a deep commitment to early childhood education, and the capacity to build meaningful relationships with staff, families, and community partners. This position is a critical and high-profile position to both the University of Oregon, local community and the early childhood education field. The position serves as the primary spokesperson for the Co-op Family Center and is responsible for ensuring a positive reputation in the community.
The ideal candidate will have in-depth knowledge of nonprofit management and organizational leadership in the world of childhood education, including strategic planning, financial management, program evaluation, development and fundraising, and personnel management. The Executive Director reports to the Board of Directors.

Key Responsibilities:

• Leadership and Management: Provide leadership that reflects the mission, values, and Reggio Emilia philosophy while fostering a collaborative, respectful, and inclusive workplace. Lead, supervise, and support staff while promoting professional growth and high performance. Oversee all personnel functions in compliance with applicable laws and regulations, including recruitment, hiring, evaluation, and employee benefits.
• Financial Oversight and Fundraising: Develop/recommend annual budget for Board approval and prudently manage organization’s resources within those budget guidelines per current laws and regulations. Oversee development of a fundraising strategy in collaboration with the Development Coordinator.
• Program Development: Work with the Pedagogy Coordinator to ensure the implementation of a developmentally appropriate curriculum that meets the needs of all children. Monitor and assess classroom quality, child outcomes, and family engagement. Develop procedures to ensure a safe, nurturing, and educational environment. Ensure compliance with local and federal laws and regulations, state licensing, accreditation and health and safety regulations, and University of Oregon contract requirements.
• Community education and communication: Serve as the primary liaison to families, staff, board members, and community stakeholders (including the University of Oregon). Represent the Center at community events, networking opportunities, and advocacy efforts.

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Kindergarten Teacher

Location:

Old Trail School | Akron, OH
 

Start Date: August 15, 2026

Old Trail School is seeking a full-time Kindergarten teacher for the 2026-27 school year. The successful candidate will manage their own classroom and be responsible for 15-19 children each year. The ideal candidate will maintain a positive and professional atmosphere in the classroom through enthusiastic and authentic modeling and by promoting the work, happiness and self-esteem of every student. It is the expectation that the candidate will create and maintain current and detailed lesson plans, provide ongoing communication with parents in person and via software tools used, and be a role model for the school’s core values: Respect, Responsibility, Goodness and Service.

Other duties may include coaching a sport, proctoring study halls, or supervising break and recess
duties.
 

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Teacher Assistants in 2s, Pre-K and K

Location:

Northbrook UMC Preschool | Roswell, GA
 

Start Date: August 4, 2026

Assistant teachers needed across several age levels. Assistants will work with lead teacher to ensure children are actively engaged in exploring the many languages. The assistant will identify children’s interests and share with lead teacher to assist in curriculum development and will support the lead teacher as needed.
A full job description will be shared upon request.
 

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Lead Early Years Educator | Reggio Emilia & Nature-Based Learning

Location:

Manglares Discovery School | Cañas, Los Santos, Panama
 

Start Date: August 10, 2026

The Early Years Teacher is responsible for creating a nurturing, engaging, and developmentally appropriate learning environment for children ages 3–6. The teacher will design inquiry-based learning experiences that emerge from children’s interests while supporting social-emotional growth, early literacy and numeracy development, language acquisition, creativity, and problem-solving skills.

The ideal candidate embraces a constructivist approach to learning, values outdoor education, and is comfortable working collaboratively within a small, innovative school community.

Teaching & Learning

• Design and facilitate engaging inquiry-based learning experiences inspired by Reggio Emilia principles.
• Observe, document, and extend children’s thinking through projects, provocations, and intentional teaching.
• Create inviting learning environments that encourage exploration, creativity, collaboration, and independence.
• Integrate literacy, numeracy, science, art, movement, and social-emotional learning into meaningful investigations.
• Support children’s development across cognitive, social, emotional, physical, and language domains.
• Foster a classroom culture of kindness, inclusion, empathy, and respect.

Documentation & Assessment

• Maintain ongoing documentation of children’s learning through photographs, anecdotal records, portfolios, and displays.
• Communicate children’s growth and development effectively with families.
• Participate in progress reporting and student conferences.
• Use observations and assessments to guide instructional decisions.

Family & Community Partnerships

• Build positive, respectful relationships with families.
• Communicate regularly with parents regarding student progress, learning experiences, and classroom activities.
• Participate in school events, exhibitions of learning, conferences, and community celebrations.

Collaboration & Professional Responsibilities

• Collaborate with colleagues in planning, reflection, and school-wide initiatives.
• Participate in professional learning communities and professional development opportunities.
• Contribute to a positive, flexible, and collaborative school culture.
• Support the school’s mission, vision, and values.

Outdoor & Nature-Based Learning

• Facilitate daily outdoor learning experiences.
• Help children develop confidence, responsibility, and environmental stewardship through interactions with the natural world.
• Maintain appropriate safety practices while encouraging healthy risk-taking and exploration.

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Jewish Early Childhood Forest Educator 🌿

Location:

CBI Forest School | Charlottesville, VA 22902
 

Start Date: August 10, 2026

CBI Forest School in Charlottesville, Virginia is seeking a warm, joyful, and reflective educator to join our early childhood team.
At CBI Forest School, children spend their days exploring outdoors while experiencing the rhythms of Jewish life through nature. Inspired by both Forest School and Reggio Emilia philosophies, we believe learning emerges through relationships, inquiry, creativity, and meaningful engagement with the natural world.

Teachers spend the majority of the day outdoors in all seasons, listening closely to children’s ideas and helping transform their questions and interests into meaningful investigations.

We’re looking for an educator who is:

• Passionate about early childhood education
• Inspired by Reggio Emilia, emergent curriculum, and child-led learning
• Excited by nature-based and experiential education
• Grounded in Jewish values and community
• Creative, collaborative, and reflective
• Comfortable teaching and learning outdoors in all weather

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School Manager

Location:

The Reggio School of Tokyo Shibuya | Tokyo, Japan
 

Start Date: January 4, 2027

The School Manager will lead the operational setup and ongoing management of a new international school inspired by the Reggio Emilia approach. Reporting to the Owner/Board, this role is central to launching the school for Fiscal Year 2027 and establishing a strong foundation that integrates both operational excellence and pedagogical integrity.

Key Responsibilities

• Pre-Opening (FY2026~)
• Assist in School Setup: licensing, compliance, policies, and operational systems
• Support environment design aligned with Reggio principles
• Assist in recruit, hire, and onboard teaching and administrative staff Coordinate vendors, facilities setup, and budgeting
• Post-Opening
• Oversee daily school operations including scheduling, staffing, and communications
• Ensure compliance with regulations
• Build and maintain strong relationships with families and the school community
• Support documentation practices and visibility of children’s learning Collaborate with pedagogical leadership (e.g., atelierista/pedagogista) to maintain fidelity to Reggio principles
• Manage budgets, reporting, and operational improvements

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Lead Teacher

Location:

The Amherst Preschool | Let’s Grow Outside NH | Amherst, NH
 

Start Date: August 31, 2026

We are seeking a passionate, collaborative, and experienced Lead Teacher to join our team at The Amherst Preschool, a Reggio Emilia–inspired early childhood program rooted in nature, inquiry, and child-led learning. The Lead Teacher will create a warm, engaging classroom environment where children are viewed as capable, competent, and full of potential. This position involves guiding curriculum development, fostering meaningful relationships with children and families, and working closely with a supportive teaching team to create thoughtful, responsive learning experiences both indoors and outdoors.
The ideal candidate is reflective, organized, nurturing, and excited about emergent curriculum and spending significant time outside with children in all seasons.

Responsibilities and Duties:

• Develop and implement emergent, play-based curriculum inspired by children’s interests and inquiries
• Create a safe, engaging, and inclusive classroom environment
• Lead classroom routines and support children’s social-emotional development
• Observe, document, and reflect on children’s learning through photos, notes, and displays
• Collaborate with co-teachers and administration to plan meaningful learning experiences
• Build strong relationships and communicate regularly with families
• Support outdoor learning experiences in all seasons and weather conditions
• Maintain classroom organization, materials, and cleanliness
• Ensure compliance with all licensing and safety requirements
• Participate in staff meetings, professional development, and school events

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Site Director, Child and Family Center

Location:

The Acorn School | Nashville, TN
 

Start Date: June 29, 2026

The Site Director role is part of Vanderbilt Child and Family Center and is a manager responsible for site operations and staff management at a licensed childcare center.

This position implements the policies, procedures and practice that achieve the highest standards for early childhood care and education (ECE) for The Acorn School and creates environments that support child development and safety.

Reporting to the VCFC Executive Director, the Site Director provides childcare center management and ensures compliance with license regulations.

The Site Director serves as the key point of contact with regulatory and licensing agencies, including the Tennessee Department of Human Services and the Metro Nashville Department of Health, for the childcare center.

Key Functions and Expected Performance:

• The Site Director works with campus partners to ensure Vanderbilt policies, procedures, and licensing regulation is well in place to ensure safe and appropriate childcare facilities are clean and in good repair.
• The Site Director ensures classroom activities, supply and materials resourcing, trainings, written content (Brightwheel, lesson plans, newsletters, portfolios) and practical application of the play pedagogy, Nature Education, and emergent curriculum is in alignment with The Acorn School Community of Practice.
• The Site Director implements professional development structures to reinforce and support the understanding of pedagogical objectives and performance goals (e.g., Culture Amp).
• This position maintains positive relationships with Peabody faculty and students and others to support mutually beneficial research in the field of Child Development.
• The Site Director initiates proactive communications to enrolled Acorn families and VCFC staff to celebrate accomplishments, socialize program components and services, and receive feedback.
• Communications strategies include Brightwheel, vmail, conferences, maintenance of the electronic bulletin board, printed and electronic memos and newsletters, and site events.
• The Site Director ensures classroom communications (Brightwheel, lesson plans, monthly newsletter) comply with standards for professional written content and reflect branding formatting provided by the VU Communications team.
• Works with the Executive Director to accomplish targeted operating costs, University guidelines and departmental goals, and VCFC’s values and vision for The Acorn School. Accountable to policies and procedures in place for efficient, effective, and financially sound operations.
• Working with the Executive Director, Education Director, and the Assistant Director, the Site Director establishes short, medium, and long-range goals and objectives for the childcare center. This position actions, as appropriate, the developed VCFC strategic plan as it pertains to the specific Acorn childcare center and that reflects Vanderbilt’s high standards.

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