Job Opportunities

View Job Positions Available Below

Preschool teacher

Location:

Evergreen Community School
Santa Monica, CA

Start Date: August 23, 2021

Evergreen Community School is a small (60 students), NAEYC accredited, non-profit preschool in Santa Monica, California. We are a community of dedicated teachers and parents committed to a progressive, social-constructivist model. The staff includes 10 full-time teachers, an atelierista and a pedagogista. Please visit our website for more information before applying: www.evergreencommunityschool.com

Applicants of all backgrounds encouraged to apply.

Description, Responsibilities, & Duties
This is a team teaching position in a preschool classroom. Duties include small group work, video analysis, documentation, weekly team meetings, etc. We are seeking a teacher to begin in August 2021.

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Lead and Classroom Educators Wanted

Location:

Turning Sun Schools: 4 locations in Atlanta, Tucker, and Lawrenceville, Georgia

Start Date: April 19, 2021

Turning Sun Schools is hiring Lead, Classroom, and Substitute Educators to work with students age 3 months – 5 years. We have openings at each of our 4 locations starting now, Summer, and August. TSS promotes from within so that all staff have opportunities for advancement and growth, and even the possibility to open their own school.

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Lower School Teacher-Researcher

Location:

Sabot at Stony Point
Richmond, Virginia

Start Date: August 15, 2021

THE OPPORTUNITY
Sabot at Stony Point, a Reggio-inspired preschool through 8th grade school in Richmond, VA, seeks a Teacher-Researcher for its Lower School. This teacher will join a cohesive, committed, and talented team whose members are garnering national attention for their ground-breaking work.

RESPONSIBILITIES

Constructivism: Recognize that there is an important dialectic between the individual and the group – the individual is responsible to the group and the group is responsible to the individual. Recognize students as independent learners, intrinsically motivated to generate, discover, build, and enlarge their own frameworks of knowledge. Guide students’ processes of discovery and understanding rather than simply transmitting knowledge to them. Encourage the development of meta-cognitive skills such as reflective thinking and problem-solving techniques.

Differentiation: Recognize that students have various learning styles and types of intelligence. Employ a variety of teaching styles (visual, aural, tactile, kinesthetic, etc.) and provide a variety of learning opportunities (independent and group work, project-based learning, experiments and investigations, representations in various modes and media).

Documentation of Learning: Facilitate and document students’ development and learning through ongoing assessment, daily planning, and portfolio development and review.

Student Assessment: Assess student understanding as an ongoing and cumulative process. Allow students to participate in their own assessments. Use the results of assessments to augment and solidify student learning.

Student Support: Respond to and manage student concerns and issues, and collaborate with the Division Director and School Counselor, when necessary, to develop and adhere to student support plans. Effectively communicate with families about student concerns and well-being, and mediate any disagreements or misunderstandings. Maintain student confidentiality.

Research: Engage in action research by generating hypotheses and questions, documenting student work, and reflecting individually and collaboratively.

Planning: At the start of school, provide students and parents with a clear set of expectations regarding behavior, class work, and homework.

Communication & Connection with Children: Observe and listen to the intentions of the students in order to support learning in both individual and collaborative work.

Communication with Parents: Be visible, approachable, and available. Collaborate with teacher-researchers and administrators to ensure that parents are engaged, participating, and respected members of our learning community. Maintain open and regular communication with parents.

Communication & Collaboration with Other Teacher-Researchers: Teacher-researchers will share their work with other teacher-researchers, both informally and – occasionally – formally. This will help create a community of learners and of colleagues and will also facilitate both continuity and innovation across the grades and across the curriculum.

Engagement: Engage with the Sabot at Stony Point faculty through faculty development and community-wide events to forward the work of the school. Engage with the larger field of progressive education to disseminate Sabot’s work and remain conversant in best practices.

Diversity, Equity, and Inclusivity: We nurture a learning environment where diversity is valued, respected, and celebrated. Diversity, and the variety of experiences and perspectives it provides, is central to our approach to education. Our emphasis on co-construction – an environment where everyone teaches and everyone learns – is strengthened by a community that includes diversity in all ways.

Supervision/Safety: Ensure the physical and emotional health and safety of students both inside and outside the classroom by providing active and appropriate supervision and guidance.

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Teacher

Location:

IVYBROOK ACADEMY/ 1006 GLENBROOK WAY STE 140, HENDERSONVILLE, TN 37066

Start Date: April 19, 2021

Ivybrook Academy is currently seeking passionate preschool educators for our school campus. Our schools provide a professional environment where educators can focus their time on igniting the joy of learning in their students. We are seeing passionate educators committed to progressive quality education.

Benefits:
-Salary position
-School year closely follows the public-school calendar
-Over 1 month paid vacation per year
-8:00 – 4:30 work hours (full time)
-8:00 – 12:00 work hours (part time)
-Supportive and professional work environment

Job Responsibilities:
-Plan and implement daily lessons for the children following a progressive approach to education
-Observe and evaluate each child’s progress
-Work cooperatively and professionally with staff members and parents
-Maintain communication with parents
-Be available for parent conferences
-Attend staff meetings, training and school functions
-Maintain portfolio assessments for all children in the classroom
-Commit to continuing education

Ivybrook Academy is an Equal Opportunity Employer. Employment contingent upon successful completion of background investigation.

Job Requirements
Priority given to those with a Bachelor’s or Associate’s degree from an accredited college or university in Early Childhood Education, Child Development, Special Education, or have their education degree within the first year of employment. Previous experience at a public, private or licensed school preferred.

Ivybrook Academy is a half-day preschool committed to providing a balanced educational program that fosters individuality, creativity, and life-long learning. Ivybrook Academy provides a progressive approach to early childhood education, which values student’s individual voices within our vibrant community and cultivates compassionate citizens who find joy in learning. Dynamic teachers assist children in achieving developmental milestones while valuing differences and nurturing the individual needs of their students.

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DIRECTOR/TEACHER

Location:

Untitled No. 1 School
Santa Monica, California

Start Date: May 24, 2021

Director of a non-profit Santa Monica pre-K/TK/K center for children aged 3-6. Licensed capacity is 20 children. Setting is a house converted to a center that maintains home-like environment. (See website: untitledno1.org) Program hours are 8-5:30pm. Families are evenly spread across income levels.
– Perform all administrative duties of a program director including hiring multi-talented, experienced teachers when necessary.
– Daily teaching/interacting with children.
– Collaborate with founder in pedagogical and professional development (teaching and learning) of teachers and children. This includes, for example, preparation and study of documentation.
– Collaborate with founder and teachers in monthly Family Forums: whole parent group meets 6-7pm (during COVID on Zoom, 9-10pm).
– Liaise with Board of Directors

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Director of Pedagogy/ Pedagogista

Location:

Gunnison, CO 81230
United States

Start Date: May 17, 2021

The goal of the Director of Pedagogy role is to guide the development and support the implementation of the nature-based, Reggio-inspire pedagogy and culture throughout Wonderland Nature School. In alignment with these pedagogical philosophies, the Director of Pedagogy strives to communicate with all children, parents, colleagues, and community members in a way that honors children as inherently capable individuals who use many languages and forms of expression in their interpretations, interactions, and sensemaking activities. The Director of Pedagogy, in collaboration with the Mentor Teachers and Teacher’s Aides, cultivates a culture of intentional engagement, and experimental and experiential learning in a relationship-driven environment with all members of the Wonderland Nature School community. The Director of Pedagogy serves as a liaison with parents, children, and the Administrative Director (AD) related to day to day activities and learning opportunities. Compliance with state and federally mandated regulation and mandatory training (pre-service and continuing education) are required responsibilities. The Director of Pedagogy embodies the mission, vision, and values of Wonderland Nature School at all times when interacting with peers, parents, children, and the community.

Director of Pedagogy Duties Include But are Not Limited To:
Pedagogical Responsibilities:
● Supports children as they develop their unique voices and creates a culture of wonder
and curiosity in each of the school’s learning environments.
● Engages students in place-based experiential and experimental learning in school-
and nature-based settings to develop respect and reverence for the natural world.
● Facilitates a classroom approach to snack and meal times that encourages a positive
relationship with fresh, nutritious, healthy foods.
● Engages children in community-based activities, particularly in intergenerational
programming with our partner, Gunnison Valley Health Senior Care Center.
Creates an environment of social and emotional maturity and respect that proactively engages with issues of inclusivity, equity, diversity, and cultural dexterity as foundations of a democratic society.
● Collaborates with Mentor Teachers and Administrative Director to promote partnerships with families through parenting support activities, weekly field trip volunteering, bi-annual volunteer work days, monthly community potlucks (post-COVID), and annual school outings.
● Promotes individual and school-wide relationships with the wider community by supporting teachers on community projects and partnerships, advocacy, and amplification of children’s and families voices.
Directorial Responsibilities:
● Develops and maintains a workplace culture that embodies the mission, vision, and
values of Wonderland Nature School through policies, systems, training,
culture-building activities, and ‘perks’ in collaboration with AD.
● Designs and develops professional development opportunities for staff including
training, research and study groups, collaborative meetings, and ongoing education related to individual teachers and school-wide professional development plans, both to build our unique culture and philosophy and to ensure compliance with licensing requirements.
● Collaborates with AD on teacher recruitment, HR processes, staff scheduling, teaching observations, quarterly reviews, and teacher support activities.
● Supports AD with school tours and enrollment guidance for interested families and ongoing communication with enrolled families including conferences and family engagement.
● Engage with the Board of Directors (BOD) in monthly meetings and communications. related to Pedagogy including professional development, learning environments, materials, family engagement, & community involvement.
● Collaborate with AD on the licensing inspection process and supports Colorado Shines quality rating system or other state programs determined beneficial to the school.
Educational Responsibilities:
● Supports the school learning environments by expanding, deepening, elevating, and
documenting the ideas and theories of young children through materials, learning
projects, and studio spaces.
● Develop and facilitate meaningful experiences with multiple languages including light
and shadow, color, paint, clay, nature, movement and sound and digital languages.
● Develop meaningful experiences with natural materials and help foster children’s
connection with the natural world.
● Facilitate and share maintenance responsibility with teachers in the materials room
and professional research library.
● Consults and collaborates with teachers on design of indoor and outdoor learning
environments.
● Provide substitute teaching support in the classrooms when classroom teachers are
unavailable.
Any other duties as assigned. Responsibilities to be re-evaluated after 6 months of service.

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Associate Director of The Roberts Field Elementary School

Location:

The Roberts Field School

Start Date: May 3, 2021

Studio Creative Play Inc., a Park Slope Brooklyn based arts and education nonprofit, is seeking a full-time Associate Director for its progressive, independent elementary school, The Roberts Field School. The position is entitled “Associate Director,” as the new leader will work regularly with the Studio Creative Play (SCP) and Roberts Field School (RFS) Founder-Director in the fundamental leadership of the school and will supervise the full-time school site program.

As an organization and community, we are seeking a strong, highly experienced, and knowledgeable leader with a creative mind, who couples their wisdom and competency with warmth, humor, patience, and perseverance. This new leader will work constructively in tandem with the Director and Founder of SCP and RFS, as well the leadership team and staff, to ensure the daily and year-long success of the school’s offerings and mission for every community member.

This position is ideal for an educational leader who is eager to grow professionally and is inspired to take on a field of responsibility supervising an extraordinary elementary school community.

Our Mission
The Roberts Field School unifies academics, creativity, and nature through interdisciplinary education, promoting a more peaceful, just, and innovative world.

Our school and organization’s quality and reputation has been built on an unyielding devotion to our mission, and the holistic success of the mission in the learning and lives of families, students, and staff. A new leader will be able to fully embrace and support the mission, vision, and philosophical approach of SCP the organization, and the extension of the organizational culture into the academic, creative, and community experience of the Roberts Field School. They must be passionate about:

• progressive education
• social justice in education
• peace-based educational initiatives
• the growth of culturally and racially diverse classroom populations in independent educational centers
• equity in education for all children

It is preferred that the prospective leader have elementary teaching experience within a progressive approach, and that they hold strong beliefs about the importance of arts, music, and nature as fundamental building blocks of interdisciplinary education.
Salient characteristics and qualities that we hold as necessary strengths of our leadership approach are calmness, clarity in communication, and the ability to inspire others. As a community that functions mindfully and compassionately, we most need these characteristics of compassionate and mindful communication embodied through our directors. The Associate Director must be an excellent listener and communicator, and have well-developed conflict resolution skills. They should also be a model of integrity and fairness, and have high ethical standards. New leaders for our school must also bring aboard some of their own vision for school building and growth, in order to further the school’s holistic development from their own area of expertise and care.
Leadership in our organization holds the role and responsibility of nurture, care, and guidance – of directors, teachers, parents, and students. Our leaders must feel ignited by upholding the physical, socio-emotional, and educational environment that best serves young learners. They must possess steady measure and deeper understanding of the full perspective and scope of the family amid the school sphere.

We are a relationship-based and kind body of people and organization in which to work. We want to bring positive growth and capacity to the lives and professions of all who join us. We seek professional alliances and partnerships with those of a like-minded value system, who are similarly motivated in their working partnerships.

The new Associate Director will be stepping in to take over full-time daily operations and supervision from the current SCP and RFS Founder-Director. The Associate Director will have year-round, full-time, off-site support and guidance from the RFS Founder-Director in their new role.

Along with the full-time leadership team, the Associate Director will oversee the full daily on-site operations of the school, and will also supervise all leadership, staff, teachers, and classrooms. The Associate Director will also be given a tremendous partnership through the unique values, strength, insight, structure, and creativity through which she has created, built, and led the organization as a whole.

With the guidance, support, and collaboration of the Founder-Director, here are key roles and responsibilities of the Associate Director:

• Supervises all Roberts Field leadership, teachers, and staff in the daily operations of the school, its programming, safety, care, and quality assurance.
• Upholds the strength, consistency, and implementation of the mission in all areas of programming and organizational relationship.
• Consistently directs and evaluates the academic goals, programming, and full scope of all learning curriculum for the kindergarten through 5th grade classrooms to best determine and ensure quality and efficacy.
• Offers support to parents and families related to necessary educational guidance, including any conflicts or complexities with the school, staff, classroom, student’s learning difficulties, and special needs.
• Envisions, promotes, and activates new educational and creative horizons and learning spheres for the school.
• Promotes and offers engagement of the whole school community through special events and programming, and offers tours and orientations for prospective families.
• Assists in the interviewing and hiring of educators and staff.
• Protects the body, mission, and spirit of SCP-RFS through a commitment to its tenets, values, and practices in the community.
• Offers great devotion, light, spirit, charisma, and heart to the community and mission of The Roberts Field School.

The Roberts Field School seeks an Associate Director who is a leader and greatly inspired by this role and responsibility. We seek those prospective leaders who can foresee devoting their unique qualifications and professional gifts to the continued building and sustainability of an extraordinary learning center much farther into the future and to another height of success.

COMPENSATION:

Studio Creative Play Inc. and The Roberts Field School highly value a supportive and family compatible work place; we want our employees to regularly enjoy good and fulfilling time with their families in addition to the work time that they devote to our school and organization.

Studio Creative Play & The Roberts Field School is an equal-opportunity employer and strongly encourages individuals of all backgrounds and cultures to consider this important leadership position. The School’s policies rest on inclusivity including, but not limited to: diversity in nationality, ethnicity, race, religion, gender, gender identity and expression, sexual orientation, age, ability, and economic status.

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Elementary ELA & Math Co-Teacher

Location:

The Roberts Field School
84 7th Avenue, Brooklyn, NY

Start Date: August 23, 2021

The Roberts Field School unifies academics, creativity, and nature through interdisciplinary education, promoting a more peaceful, just, and innovative world. In all areas of our programming we are dedicated to:

• progressive education
• social justice curriculum
• peace-based educational initiatives
• the growth of culturally and racially diverse classroom populations in our independent educational center
• outreach to promote equity in education for children throughout the Brooklyn community and the world

Our program is a small, independent elementary school of Grades K through 5 located in Park Slope, Brooklyn. We offer children a progressive and holistic approach to rich and invigorating academics, coupled with a schooling experience centered upon art and creativity, science and nature, music, humanities, compassionate awareness practices. The nexus of the Roberts Field curricular program is an interdisciplinary approach in which the academic curriculum becomes one with the creative process.

Each class in our school is a small blended-grade community of approximately 16 students who are co-taught by two teachers. We are committed to offering a highly differentiated, enriching, and engaging experience for all students.

Please see our website for more information. www.robertsfieldschool.org

About the position:
Each day for reading, writing, and math, students are broken into smaller groups for mini lessons, activities, and practice along with one of their two co-teachers. We are seeking an experienced teacher to collaborate in designing unit and lesson plans across the year and within each thematic unit of study. Each co-teacher sculpts and facilitates grade-level instruction with small groups of students in the blended grade class in reading, writing, and math.
Our ideal candidate has robust experience teaching English Language Arts and Math, a commitment to collaboration, and a strong interest in integration of arts, sciences, and nature.

Responsibilities:
· Plan and guide reading, writing, and math instruction
· Prepare student materials and provide regular feedback on student work.
· Establish and manage classroom social-emotional and behavioral expectations.

Experience and Mindset:
· Experience teaching English Language Arts/Balanced Literacy in elementary grades
· Experience teaching math in elementary grades
· Commitment to collaborative team planning and teaching
· Interest and experience in teaching interdisciplinary curricula
· Skill and proficiency in social-emotional and behavioral management
· Dedication to providing differentiated, enriching, and engaging experience for all students across a broad range of levels
· Self-reflective and open to support and feedback from literacy and math specialists and directors

All applicants must be great communicators, team players, and be inspired by working within a holistically-minded program. Our small and close leadership team is consistently involved with the life of the program and classroom, as well as the lives and development of the families and students, as pertains to the student growth and well-being in the classroom.

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Preschool Lead Teacher

Location:

Friends School of Portland
11 U.S. Route One
Cumberland Foreside, ME 04110

Start Date: August 23, 2021

We are seeking an experienced early childhood educator to lead our small play- and nature-based preschool classroom beginning in August 2021. The position is full time. Our program consists of 12-14 three-, four- and five- year olds with a full time lead teacher and full time assistant.

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Atelierista / Studio Teacher

Location:

Red Hook Playgroup, Brooklyn, NY, 11231

Start Date: August 30, 2021

We are seeking a creative, reflective, experienced atelierista to join our dynamic staff. Candidates should be knowledgeable about early childhood development and passionate about building deep relationships with children and meaningful partnerships with their families. The ideal candidate will be knowledgeable about early childhood development and have experience designing emergent curriculum based around the interests of children.

Description of the role:

This is a full-time teacher working with our three classes of children, ages 2.5-6. The atelierista is a master teacher with a visual art background and experience using art and materials to drive emergent curriculum. This is a curriculum leadership role, and we’re seeking a teacher who will be able to support all three classroom teaching teams, help design and drive curriculum, and use materials in stimulating, creative, beautiful ways.

Responsibilities:

Guide children in their learning through developmentally appropriate, creative and thoughtful practices. Maintain familiarity with Montessori, Reggio Emilia, and other progressive teaching approaches.

Use a strong background in various art media and styles to curate material offerings that challenge and stimulate children’s thinking.

Notice and document learning – both individual and collective – through thoughtful observation, note-taking, use of photo and video, and other methods as appropriate.

Communicate regularly with families through email, displays, etc. Cultivate a spirit of family partnership through attendance at school events, both during and after school hours.

Plan collaboratively with a staff of classroom teachers and specialists to develop learning experiences and support children’s growth and development.

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Teacher with experience in Reggio philosophy

Location:

Peacocks Preschool Yorba Linda,

19901 Yorba Linda Boulevard, Yorba Linda, 92886 California, US

Start Date: April 13, 2021

– To support children’s interests and to support the development of long-term project works.
– To work in collaboration with the teaching team and the centre Atelierista.
– To contribute to weekly meetings with the teaching team to discuss ongoing project works and investigations and documentation.
– To maintain a clear and effective communication with families at pick up and drop-off time.
– To observe the children and continuously re-think of strategies to best support emerging lines of inquiry, and to support the planning and implementation of project works.
– To use documentation for reflection and planning, and as a way to make children’s learning visible to children, families and the community.
– To create and maintain a provoking, clean and thoughtful environment.
– To research and set up meaningful experiences for the children in the classrooms.
– To participate in parent meetings as needed.
– To attend staff meetings and professional development days as required.

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Associate Director of Education

Location:

Manny Cantor Center
197 East Broadway
New York,
NY 10002

Start Date: July 1, 2021

KEY RESPONSIBILITIES AND ACCOUNTABILITIES

Program Development and Classroom Support
• In partnership with Early Childhood Directors, support teacher’s professional development by planning staff meetings, dialogue groups and professional development.
• Facilitate weekly meetings with teaching teams to discuss ongoing project work and investigations, documentation, and communication with families.
• Observe in classrooms to provide feedback, strategies and coaching to individual teachers and teams, to help identify emerging lines of inquiry, and to support the planning and implementation of a responsive, co-constructed curriculum. Conduct formal assessments as necessary.
• Support teachers to use documentation as the basis of the reflection and planning process, and to make children’s learning visible to children, families and the community. Work with teachers to ensure that align such documentation with the DRDP assessment system.
• Create and maintain documentation archive of ongoing classroom work.
• Provide mentorship and coaching to teachers. Document professional development plans and coaching logs as required by DOE and/or Head Start.
• Check in regularly with teaching teams, and coordinate with our Early Childhood Directors, Program Coordinators, Social Workers and support staff, Community Music Teaching Artist and Community Studio Manager to ensure classroom needs are met quickly.
• Participate in parent meetings as needed.
• Participate in interviewing, recruitment, training and development of teachers, assistant teachers and additional support staff. Provide orientation to welcome new staff into our approach and philosophy.
• Assist with the planning of of Parenting Center programming.
• In Partnership with Directors, work collaboratively with the Early Childhood Parent Policy Council and assist with planning and delivery of family events and projects as necessary.
• Collaborate with other programs and departments within Educational Alliance and Manny Cantor Center.

Administration
• Create effective and efficient organizational system for program management.
• Assist program staff, teachers, students and parents with questions, concerns, and information.
• Maintain compliance for DOH, DOE and other regulatory requirements.
• Track budgets and expenses for professional development and classroom materials
• Support administrative team with purchase orders, check requests, managing and updating student records and program files.

Other
• Attend staff meetings and trainings as required.
• Perform special projects and other duties as assigned.

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Full Time Teacher

Location:

L’Atelier School
5960 SW 71 Street
Miami, FL. 33143
305-662-2326

Start Date: April 12, 2021

WE ARE HIRING! L’Atelier School located in Miami, Fl. is currently looking for a full time and part time teacher.
Send your resume to ourschool@latelier.org Are you looking for somewhere inspirational to work? Somewhere where you can make a difference?

L’Atelier School is the pioneer school bringing to South Florida the Reggio Emilia Philosophy in education. We are located in South Miami, Fl. For the last 24 years we have been offering a high level educational project to children, parents, teachers and community members. Our inspiration in the Reggio Emilia approach, our direct collaboration with Reggio Children, NAREA, and other educational contexts makes us a unique school. We serve children from 3 months to 6 years old. We look for teachers that envision themselves in the field of pedagogy as an essential aspect for learning. Candidates must value professional development and be engaged in self assessment and professional growth. L’Atelier School offers diverse opportunities for research both locally and with international colleagues. Candidates will be part of these pedagogical initiatives. They must be charismatic, creative, enthusiastic, joyful, and good team players.

Primary Responsibilities:
– Project, organize and propose daily experiences that support children’s development within the intentions of the school.
– Foster positive relationships, interactions and communication between faculty and parents, parents and the children, and children and their peers.
– Serve as a cooperative and supportive member of a team, both within the classroom, and in the school.
– Promote self-professional growth and enrichment by reviewing literature of all sorts as well as about the Reggio Emilia approach. In addition, the school offers the possibility to attend workshops and conferences in USA and other countries.
– Documentation of the class’ experiences. Make visible children’s processes of learning
– Communication with families about the class’ development.
– Develop a creative outlook to self and the experience.

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ECP SPECIALIST TEACHER

Location:

Children’s Day School located in San Francisco, California

Start Date: August 9, 2021

Team: Collaborate, problem-solve and communicate with classroom teaching team members and after school teachers and coordinator. Work collaboratively with teachers in the day and afternoon programs to integrate specialist strands into projects.
Curriculum: Lead, plan and implement an exciting, challenging, child-centered developmentally appropriate preschool curriculum in art, tinkering, music and large motor development.
Children: Encourage children to explore and take initiative in art, tinkering, music and large motor activities. Help children think, investigate and ask questions as part of the educational process. Strive to meet each child’s individual needs.
Families: Support an environment where families learn how their children’s engagement with the arts and movement supports their overall development and collaborate with families toward their child’s success.
Leadership: Source art materials and empower classroom teams to learn to work with students to use and explore them. Develop activities and practices that support large motor development and musicality.

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Head Teacher – Early Childhood at Manny Cantor Center

Location:

Early Childhood at Manny Cantor Center
197 East Broadway
New York, NY 10002

Start Date: September 1, 2021

SCOPE OF INFLUENCE

• Lead teaching team in documentation, reflection and planning process to devise emergent curriculum informed by children’s interests, questions, theories and prior knowledge.
• Facilitate virtual learning and individualized outreach to families during periods of school closure.
• Work with a diverse community, including a significant Mandarin-speaking population
• Build relationships with families and communicate about children’s learning and development in person and through documentation.
• Partner with the teaching staff and administration in the overall philosophy and direction of the preschool

KEY RESPONSIBILITIES AND ACCOUNTABILITIES

Planning, Preparation + Curriculum Development
• Co-constructing curriculum, based on children’s interests, questions and development
• Documenting, reflecting and planning from observations
• Participating in weekly planning meetings with teaching team
• Meeting the needs of all children, including English language learners

Facilitate Virtual Learning During Periods of School Closure
• Facilitate virtual learning by posting schedules, mini-stories, resources, suggested activities and video “read-alouds” online daily. Lead daily morning meeting and small group sessions for children via video conferencing.
• Communicate regularly with families and coworkers via email, Zoom, phone and chat.
• Meet with each family at least weekly via phone or video conference to provide individualized support and assess for strengths, challenges, needs and goals.
• Develop written support plans for each family covering parenting, education, mental health and basic needs. Update plans on an ongoing basis in collaboration with administration and social work teams.
• Through whole group, small group and individual check-ins, empower families during periods of school closure by providing coaching, mentorship and parenting resources on topics including attachment, sleep, feeding, limit-setting, kindergarten transition developmentally appropriate expectations etc.

Classroom Environment
• Planning and creating a classroom environment with inquiry, exploration, learning and respect in mind
• Nurturing children’s home languages through curated books, materials and the physical environment
• Creating a warm and inclusive environment where children and families feel welcome
• Organizing physical space and selection of materials in a way that is inviting and accessible to children
• Creating visual evidence of the narratives and curriculum occurring in your classroom

Relationships with Teaching Team
• Develop schedules and processes to ensure that work is complete in a timely fashion by teaching team.
• Lead regular documentation, reflection and planning meetings with teaching team.
• Provide feedback, coaching and support to Assistant and Associate Teachers as necessary.

Interactions with Children
• Speaking and listening to children with respect and mindfulness
• Supervising the whole group, while giving individual attention
• Managing classroom procedures including transitions, routines and small groups
• Engage students in exploration and ongoing project work
• Scaffolding children through conflict and problem solving

Relationships with Families
• Building respectful and reciprocal relationships with families
• Communicating consistently with families

Professional Responsibilities
• Documenting children’s learning, development and progress through mini-stories, written narratives, reflections and observations. Maintain a documentation portfolio for each child. Upload documentation into the DRDP assessment platform and complete assessment checkpoints throughout year.
• Maintaining collaborative and professional relationships with colleagues
• Mentoring Associate and Assistant teachers
• Connect families with housing, employment, college access and medical resources as necessary. Refer families to Manny Cantor Center’s internal Mental Health, Social Work and 2-Generation departments. Check in with support staff as necessary to ensure that families’ needs are being met.
• Participating in weekly professional development meetings
• Showing professionalism including integrity, ethical conduct and decision making
• The candidate will be reflective, ask questions, be willing to take risks and make mistakes

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Associate Teacher – Early Childhood

Location:

Early Childhood at Manny Cantor Center
197 East Broadway
New York, NY 10002

Start Date: September 1, 2021

JOB PURPOSE

Working within inspired and dynamic teams, our teachers are helping to build a vision for progressive education in Chinatown and the Lower East Side. Inspired by the preschools of Reggio Emilia, we believe that all children learn through inquiry, exploration and play in the context of strong relationships and a sense of belonging.

Our teachers create responsive, safe, joyful and nurturing learning environments for children that foster inquiry, exploration, learning & reflection; collaborate with co-teachers to plan an emergent curriculum based on observations of children’s interests and development; document children’s learning through photographs, learning narratives, anecdotes, panels and mini-stories; facilitate communication and collaboration between the family and the preschool.

SCOPE OF INFLUENCE

• Participate in the documentation, reflection and planning process to devise emergent curriculum informed by children’s interests, questions, theories and prior knowledge.
• Facilitate virtual learning and individualized outreach to families during periods of school closure.
• Work with a diverse community, including a significant Mandarin-speaking population
• Build relationships with families and communicate about children’s learning and development in person and through documentation.
• Partner with the teaching staff and administration in the overall philosophy and direction of the preschool

KEY RESPONSIBILITIES AND ACCOUNTABILITIES

Planning, Preparation + Curriculum Development
• Co-constructing curriculum, based on children’s interests, questions and development
• Documenting, reflecting and planning from observations
• Participating in weekly planning meetings with teaching team
• Meeting the needs of all children, including English language learners

Facilitate Virtual Learning During Periods of School Closure
• Facilitate virtual learning by posting schedules, mini-stories, resources, suggested activities and video “read-alouds” online daily. Lead daily morning meeting and small group sessions for children via video conferencing.
• Communicate regularly with families and coworkers via email, Zoom, phone and chat.
• Meet with each family at least weekly via phone or video conference to provide individualized support and assess for strengths, challenges, needs and goals.
• Develop written support plans for each family covering parenting, education, mental health and basic needs. Update plans on an ongoing basis in collaboration with administration and social work teams.
• Connect families with housing, employment, college access and medical resources as necessary. Refer families to Manny Cantor Center’s internal Mental Health, Social Work and 2-Generation departments. Check in with support staff as necessary to ensure that families’ needs are being met.
• Through whole group, small group and individual check-ins, empower families during periods of school closure by providing coaching, mentorship and parenting resources on topics including attachment, sleep, feeding, limit-setting, kindergarten transition developmentally appropriate expectations etc.

Classroom Environment
• Planning and creating a classroom environment with inquiry, exploration, learning and respect in mind
• Nurturing children’s home languages through curated books, materials and the physical environment
• Creating a warm and inclusive environment where children and families feel welcome
• Organizing physical space and selection of materials in a way that is inviting and accessible to children
• Creating visual evidence of the narratives and curriculum occurring in your classroom

Interactions with Children
• Speaking and listening to children with respect and mindfulness
• Supervising the whole group, while giving individual attention
• Managing classroom procedures including transitions, routines and small groups
• Engage students in exploration and ongoing project work
• Scaffolding children through conflict and problem solving

Relationships with Families
• Building respectful and reciprocal relationships with families
• Communicating consistently with families

Professional Responsibilities
• Documenting children’s learning, development and progress through mini-stories, written narratives, reflections and observations. Maintain a documentation portfolio for each child. With support of Head Teacher, upload documentation into the DRDP assessment platform and complete assessment checkpoints throughout year.
• Maintaining collaborative and professional relationships with colleagues
• Participating in weekly professional development meetings
• Showing professionalism including integrity, ethical conduct and decision making
• The candidate will be reflective, ask questions, be willing to take risks and make mistakes

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Full-time teacher

Location:

We are based in Garrison, New York and this is where the role would be.

Start Date: August 26, 2021

We are a group of dedicated and passionate parents who have created our own learning pod for approximately 12 children ranging in age from 2 ½ to 8 years old.

We are looking to hire an exceptional teacher with progressive education experience who is passionate about fostering a love of learning.
Outside time in all weather is a must and we are looking for someone who loves the natural world and can integrate it into the curriculum.
We are open to various teaching methods and applications.
We are looking for a dynamic, open minded, and open-hearted teacher who will co-create and co-lead with us, and will be comfortable adapting as our needs change.

Seeking a full-time teacher for 5 days a week, but open to alternative scheduling for the right person.

The responsibilities include but not limited to:
– Creating lesson plans, learning exercises, and curricula focused on developing social, physical, intellectual, emotional and life skills.
– Experience with guiding and stimulating the growth of children at various ages and stages in development.
– Positive disposition with the ability to be fluid and flexible.
– Someone who is open minded and not hesitant to provide honest and open feedback.
– Creating and maintaining a safe, clean and nurturing environment for all the children.

This is a very exciting opportunity for the right person. If you’re more comfortable working “outside the box” and yearn to unleash your creativity this just might be the job for you!

The basic requirements include

– Natural Leader who takes initiative
– At least 3-4 years experience in your teaching method
– Excellent planning and organizational skills
– Strong multi-tasker
– A positive-attitude
– Willing to be flexible
– Must have own car

Salary dependent on applicant skills and experience.

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Early Childhood Educators- Prek and Preschool

Location:

Hanna Fenichel Center for Child Development
Solana Beach, CA

Start Date: August 30, 2021

Educators at the Hanna Fenichel Center team teach in nurturing, play, and inquiry-based environments, which meet the emotional, social, intellectual, and physical needs of young children. Our Mission is to create a community that supports each child’s growing sense of self and innate passion for learning through experiences that foster strong social skills, inquiry, and discovery. Teachers co-research topics with children and colleagues to create a curriculum that supports these dispositions for learning. Daily documentation, reflection meetings, and analysis of children’s experiences are used as tools to deepen and extend learning opportunities for children and adults.

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Preschool Teacher at Nature Based School

Location:

Mountain Village School
Stowe, Vermont

Start Date: August 1, 2021

We are seeking a preschool teacher to join our three year old preschool classroom. The position is in a classroom of 12 children and a co-teacher.

Responsibilities include working with co-teacher to use documentation to create curriculum that reflects the interest of the individual children and learning groups.

Expecatations also include maintaining the classroom space in ways that value children and reflect the ongoing investigations of the class.

Positive and open communication with families on a regular basis is also an integral part of this position.

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Preschool Director

Location:

Park West Co-Op Nursery School
2214 N. Bissell St.
Chicago, IL 60614

Start Date: July 1, 2021

The Director’s Role
The Director will specifically have the opportunity to lead the school in the following areas:

Educational Leadership

Passion and joy for early childhood education should be palpable, and should emanate to staff, students and parents
Charged with, among other duties,
the creation and management of teaching teams and the negotiations that managing teaching teams requires
the implementation of professional development programs;
the management of regular staff meetings; and
the evaluation, analysis and direction of staff and classrooms.

Executive Management of School

Serve as the public face of the school, and in that capacity, will partake in social events, fundraising events, and maintain contact with alumni.
Be committed to Park West’s goal of increasing diversity amongst staff and families.
Actively engaged in publicity, marketing, admissions, and hiring.
An empathetic leader of school, with the ability to strategically plan for short and long term institutional growth, in collaboration with the Board of Directors.
Innovative,creative, energetic and inspirational problem-solver.

Parent Relations

Respect and hold true to Park West’s deep commitment to the home/school connection, as evidenced by its active Board of Directors, Committees, and requisite classroom assistance.
Respect and be mindful of diversity amongst students and families, including race, culture, color, religion, sex, sexual orientation, gender identity, national origin, ancestry, age, disability, marital status, military discharge status, or any other classification protected by applicable local, state, or federal laws, as well as neuro-differences amongst children and families.
Support families in their early childhood educational process both prior to choosing and after graduating from Park West

Office Administration

Have a working knowledge of ADP (payroll) and all aspects of Google Office, and be competent in using that, and other, technology to promote office efficiency.
Comfortable collaborating on with the Board and working within the confines of an annual budget.
Organized and punctual.

School Fundraising

Embrace short and long term institutional growth and employ a strategic method to fundraising,
Day to day and long term management of existing and future funds.

Hours

This is a full-time, 12 month role. While specific hours will be set in collaboration with the Board of Directors and the Director, the Director is expected to be present at school during school hours, specifically, at a minimum, Monday through Friday, 8-4:30, as well as needed on various nights and weekends, as necessary, throughout the school year. In the event urgent issues arise, the Director is expected to be available outside of school hours. Summer Hours will be set in collaboration with the Board of Directors, and will be dependent upon summer educational offerings provided by Park West.

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Classroom Co-Teacher

Location:

Newtowne School
Cambridge, Massachusetts, USA

Start Date: August 30, 2021

Newtowne School, a Reggio Emilia-inspired, parent cooperative preschool in Cambridge, Massachusetts, is expanding its faculty after pandemic-related reductions in enrollment and staffing. Newtowne seeks classroom co-teachers to support child-centered, emergent curricular programming for its Core (8:30-12:30) and Extended Day (12:30-3:30) programs. Our school consists of four classrooms that serve children aged 22 months to 5 years. This position is full-time during the academic year (September-June) with the optional opportunity to join the summer session (June and July) teaching staff.

Classroom Co-Teachers, working in two-person teaching teams, are responsible for creating and maintaining a nurturing, play-based learning environment, curriculum development, evaluating and documenting each student’s growth, working collaboratively with other teachers (including the school’s atelierista), and ensuring regular parent communication throughout the year. Additional responsibilities include attending faculty meetings and professional development, as well as other duties as assigned by the administration.

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Director of Operations

Location:

Ventana School
1040 Border Rd
Los Altos, CA 94024

Start Date: July 12, 2021

Ventana School, a Reggio-inspired Preschool (2 yrs-5 yrs) and Elementary School (K-5) located on a beautiful campus in Silicon Valley, is hiring a Director of Operations. Our programs reflect our belief that children learn naturally through play, observation, and investigation. We value each child as an individual and a competent learner, full of ideas and eager to learn.The Director of Operations is a member of the Ventana Leadership Team, a collaborative team of administrators who head the school. This Leadership Team (“LT”) member is responsible for, and oversees, the short- and long-term operational needs of the school. The employee models the Ventana Values that guide the School. Ventana School (“VS”) is an outreach project of Christ Episcopal Church of Los Altos (“CCLA”), but is not a religious school.

We are looking for candidates who:
Demonstrate exceptional project management and communication skills
Value social-emotional learning among reflective practitioners
Are flexible and creative
Excel in collaborative environments but are able to lead independently
Value direct communication
Are positive and open-minded
Are committed to supporting a Reggio approach to education

Qualifications:
B.A. or B.S in a related field
Business or accounting background essential, ideally in an educational setting or non-profit sector
At least 3 years experience in an equivalent position
Proficient in Quickbooks; SmartTuition a plus
Experience with Google Platforms, including Google Drive, Google Sheets, Google Docs, and Google Slides preferred
Possess strong written and oral communication skills
Knowledge and/or experience with the Reggio approach a plus

Job Responsibilities
Finance
Collaborates with Controller and Accounting team
Point of contact for annual budgeting as well as tuition setting, big picture planning, and balances for various departments
Tracks that expenditures are coded properly; approves timesheets and check requests.
Serves on Financial Aid/Flexible Tuition Committee
Manages Financial Services Team
Negotiates contracts and manages contractors
Purchases for facilities (health and safety, COVID-19 impact), technology, furniture, recess equipment, landscaping, and other purchasing. Works closely with the Leadership Team and Finance Team to make sure POs were processed for supplies/materials
Manages sensitive data of reports from and for Cal-ISBOA (survey data for independent schools, participating and providing financial data to yearly survey) on behalf of the LT
Reports to the Ventana School Board and joint CCLA/VS Finance Committee
Supports Development Efforts and Events, in collaboration with Ventana Parents Association and the Ventana School Board

Facilities
Ventana School point of contact for facilities
Oversees event logistics (space coordination, execution, and attendance), including evening and weekend events
Manages health and safety protocols instituted in response to COVID-19

Technology
Provides basic technical support and manages hardware for both students and faculty
In collaboration with IT manager, provides for short and long term technical solutions
Negotiates Ed Tech contracts and yearly subscriptions/memberships

Safety and Daily Operations
Oversees emergency & disaster planning, drills, and maintains emergency supplies
Manages recess and lunch supervision coverage
Coordinates substitutes for Elementary School
Primarily responsible (with Directors of Elementary and Early Childhood Education) for creation of and adherence to Staff Handbook (protocols, procedures)
Researches best practices (including legalities) for independent schools on a variety of topics as needed
Manages safety plan implementation (including COVID-19 plans)

General Oversight
As part of the Leadership Team, provides for the short- and long-term vision of Ventana and establishes the policies and procedures that move the school forward
Attends Leadership Team Meetings and participates in collaborative discussions with an aim to build consensus
Provides coverage and staff support during summer months, in collaboration with other Leadership Team members
Supervises Lower Office staff in their capacities supporting both preschool and elementary school needs
Attends Board, Finance, Development, and Facilities (Buildings and Grounds) Committee meetings
Additional Leadership Team duties as determined in collaboration with the team

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Site Director, Child and Family Center

Location:

Vanderbilt University
Nashville, TN

Start Date: April 1, 2021

Job Identification:  10000306
Location: Nashville, TN, United States

The Site Director is part of the leadership team for The Acorn School at Vanderbilt University, early childhood care and education program in the department of the Vanderbilt Child & Family Center (VCFC.)

This position implements the policies, procedures, and practices that achieve the highest standards for early childhood care and education (ECE) 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.

Duties and Responsibilities
Leadership of Child Care Operations
The Site Director provides day-to-day management of the childcare center by implementing the established policies and procedures for child safety, care and education, standards and guidelines for classroom activities, pedagogy and curriculum, teacher training and development, and quality assurance standards, programs, and procedures.  The Site Director fosters a work environment that demonstrates and values diversity, integrity, safety, collaboration and collegiality, and positive relationships.
Lead by example and by implementing goals, objectives, policies and procedures, and leadership suggestions and directives for program quality improvement.
Implement protocols, programs, and activities for quality control and improvement opportunities.
Conduct evaluative processes and classroom observations.
Maintain facilities to a high standard and routinely conduct facility assessments.
Work with the executive director, assistant director, and administrative officer to resolve financial, HR, and operational management issues.
Ensure that staffing levels are adequate, and that staff is properly trained.
Put in place onboarding that clearly communicates performance standards for each position.
Implement professional development programs for staff to include quarterly 1:1 check-in and an annual evaluation to inform individualized training.

Pedagogy and Curriculum
The Site Director ensures classroom activities, supply and materials resourcing, training, written content (lesson plans, newsletters, documentation, portfolios), and practical application of curriculum align with pedagogical philosophies for the education of children in The Acorn School.
The Site Director collaborates with the Education Director to implement professional development structures to reinforce and support the understanding of pedagogical objectives.
This position maintains positive relationships with Peabody faculty and students to support mutually beneficial research in the field of Child Development.

Communication
The Site Director initiates proactive communications to enrolled families and VCFC staff to celebrate accomplishments, socialize program components and services, and receive feedback.  Communications strategies include conferences, maintenance of the electronic bulletin board, printed and electronic memos and newsletters, and site events.
The Site Director ensures classroom communications (Tadpoles, lesson plans, monthly newsletter) comply with standards for professional written content and reflect branding formatting provided by the VU Communications team.

Financial Oversight
Works with the Executive Director and Administrative Officer to manage a budget that accomplishes targeted operating costs, University guidelines and departmental goals, and VCFC’s values and vision.
Accountable to policies and procedures in place for efficient, effective, and financially-sound operations.

Strategic Planning
Working with the Executive Director, the Administrative Officer, and the Education Director, the Site Director establishes short, medium, and long-range goals and objectives for the childcare center. This position actionizes, as appropriate, the developed VCFC 2.0 strategic plan as it pertains to the specific childcare center and that reflects Vanderbilt’s high standards.

Supervisory Relationships
This position has supervisory responsibility for the Assistant Site Director, Administrative Assistant, Lead Teachers, and Associate Teachers.  This position reports administratively and functionally to the VCFC Executive Director.

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Early Childhood Teacher

Location:

Multiple locations in Denver Colorado

Start Date: March 29, 2021

OPENair Academy is looking for passionate, creative and inspired Early Childhood Teachers. OPENair Academy is inspired by the preschools of Reggio Emilia, a town in northern Italy where the Reggio approach to learning was born. Reggio schools value children as capable and active participants in their own learning.

Children are celebrated: as competent learners, as active constructors of knowledge, and as pursuers of their own innate interests and curiosities.

Teachers act as guides, encouraging children to dive deeper into their understanding of themselves, their environment and their interactions with others. Special attention is given to the environment, which is seen as a third teacher that inspires children to explore and collaborate with peers, teachers and parents.

Reggio schools are largely built on four fundamental values: the child as a competent learner, the environment as a third teacher, the necessity of collaboration in learning and the importance of making learning visible.

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Lead Teacher and Assistant Teacher

Location:

First Presbyterian Nursery School
1248 2nd Street
Santa Monica California 90401

Start Date: April 12, 2021

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Elementary School Teacher

Location:

A New Leaf School Nashville

Preschool: 7520 Charlotte Pike Nashville TN 37209
K-3 school: 4341 Pecan Valley Road Nashville TN 37218

http://www.anewleafnashville.org/

Start Date: July 26, 2021

A New Leaf is a unique Reggio Emilia inspired farm school experience serving children ages 3 – 9 years of age. The majority of our learning takes place outdoors in all kinds of weather on our 10 acres of farm and forest which we share with our herd of 31 goats and flock of chickens. We are also lucky to see many wild creatures such as deer, hare, salamanders, snakes, birds, frogs and a rich arthropod life.

Our school age program caters to children from Kindergarten to 3rd Grade. A successful candidate will have experience working in a Reggio Emilia environment, a minimum of 2 years teaching school age children with love and stamina for the outdoors.

Be prepared to work as a team with a co-teacher, and collaborate with other grade level teachers and farm educators.

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Child Care Teacher

Location:

VCUHealth. Multiple Child Care sites (Northside Center, N-Deck Center, VDOT Center, and Family Center)

Start Date: May 17, 2021

Multiple Openings – Full Time, Part Time, and PRN
Sign on Bonus Included!

The chief objective of this position:

Utilizing the Reggio education approach, plan, develop and implement child centered creative and adaptive lesson plans and provide a safe, secure and engaging environment for children six weeks to six years age. As part of a teaching team, ensure that interactions with children support their self-esteem and promote their growth and development. To make learning a fun process that allows and encourages children to explore their full potentials. To communicate effectively and with respect with parents and team members. To support parents in achieving their parenting goals.

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Mountain Academy Preschool Faculty

Location:

Mountain Academy of Teton Science Schools
700 Coyote Canyon RD
Jackson, WY 83001

We are one school with two campuses, one is located in Jackson, WY and the other is located in Victor, ID.

Start Date: August 16, 2021

Develop and document curriculum within-subject discipline
Maintain updated curriculum and assessment information on Google Drive
Plan, document, and execute lesson plans through direct instruction and guided student support
Differentiate curriculum and assessment per student needs
Create written daily documentation 1-2/week
Create portfolio documentation 3 times per year
Post ongoing documentation 3 times per year
Create one historical documentation per year
Organize a culminating event for project work
Present at and plan for 3 parent nights per year
Maintain a dynamic, engaging, and organized classroom environment
Plan group journeys (off-campus learning excursions) once per trimester
Maintain State of Wyoming/Idaho Statewide Training and Resource System (STARS) hours
Act as advisor for 10-12 students
Conduct 3 portfolio conferences per year and organize children’s work in portfolios
Communicate with parents about student successes, challenges, and other updates
Participate and plan for 2 learning team conferences a year (fall and spring)
Check-in with all advisee families a minimum of 3 times via email and 2 times via phone calls
Contact Children’s Learning Center with any developmental concerns and attend all meetings per advisees as needed
Prepare narratives and developmental checklists for all advisees
Collaborate on integrated projects and intentions
Complete duties: leading meeting, lunch, rest time, story, and cleaning
Provide internal coverage if substitutes are not available
Take part in all Mountain Academy and team faculty meetings
Take part in pre-service and in-service professional development, including professional learning communities
Take part in parent and informational meetings – back-to-school night, open house, etc.
Align with team culture and goals
Support administrative duties associated with the successful implementation of the program
Further development of practice and implementation of place-based education pedagogies
Take part in various greater TSS programs – PBE symposium, engagement sessions, etc.
Contribute to inclusive work and learning environments through continually developing cultural competency. Cultural Competence is one’s ability to interact effectively across various dimensions of diversity. It lies at the intersection of awareness of others, self-awareness, and applying skills & knowledge to promote inclusion and equity.

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Lead Teacher (Full-Time)

Location:

Brooklyn Schoolhouse
Brooklyn, NY

Start Date: August 1, 2021

Brooklyn Schoolhouse is seeking a full-time Lead Teacher for our Multiage Pre-K and Twos-Threes Classes.

At Brooklyn Schoolhouse, the Lead Teacher is responsible for planning, organizing and implementing an appropriate instructional and experiential learning program consistent with a play-based approach to education. The Lead Teacher is responsible for creating a warm and nurturing relationship with each child and family, designing a safe environment that stimulates curiosity, weaving age appropriate academic concepts into children’s play and projects, and documenting each child’s growth and learning. Essential duties and responsibilities include, but are not limited to:

Pedagogical Responsibilities:
Teaching all assigned classes
Designing a physical environment that promotes learning and curiosity
Maintaining a safe and clean environment that promotes health and hygiene
Planning emergent curriculum based on children’s interests
Collaborating with Associate Teachers to implement planned emergent curriculum
Modifying curricular activities to meet the needs of all children, including those with EI or IEPs
Monitoring the safety and well-being of all children
Coordinating field trips and opportunities outside of the school for continued learning
Recording observations of each child’s interests and social-emotional growth
Creating documentation for the classroom that depicts ongoing learning and exploration

Administrative Responsibilities:
Scheduling an individualized phase-in/separation process based on each child’s needs
Tracking attendance daily by recording who is present, absent, and any health concerns, as needed
Communicating with staff and families via phone and email within a 24-hour timeframe
Cultivating the school’s garden by tending to all indoor and outdoor plants
Caring for the school’s pets
Creating a weekly class blog
Leading weekly team meetings with Associate Teachers
Ordering classwide materials using the provided annual budget
Organizing school-wide materials and maintaining a neat workplace
Designing and leading curriculum nights
Preparing and leading family-teacher conferences
Completing academic reports for families, by request
Writing recommendation letters for families, by request

Professional Responsibilities:
Maintaining a friendly and cooperative relationship with all children, families, and staff
Collaborating with Associate Teachers and administrative team throughout the academic day
Embracing feedback, coaching, and mentorship by committing to self-growth and improvement
Participating actively in weekly staff meetings

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Early Childhood Center Lead Teacher

Location:

Sun Valley Community School
Sun Valley, Idaho

Start Date: August 16, 2021

Sun Valley Community School is seeking a dynamic preschool teacher to work with 3 year old children in our Early Childhood Program for the 2021-22 school year.

Creativity, sense of humor, love of children, knowledge of child development, experience with emergent curriculum and inquiry-based learning, and a reflective teaching practice are skill sets we are seeking for this position.
In addition, the candidate should demonstrate:
Joy working with three-year old students, and a deep understanding of the developmental breadth found in early childhood
Commitment to working in and fostering an inclusive community
Knowledge and commitment around diversity, equity, and inclusion practices
A desire to continue seeking professional development
Excellent writing skills
Ability to collaborate with colleagues inside and outside of the curriculum
Effective positive communication with students and families
Curriculum design and assessment experience
Experience in daily observation and documentation in the classroom
Ability to receive feedback
High standards of professional conduct
A strong interest in nature and outdoor education; all Early Childhood staff participate in local day trips as part of our Outdoor Program

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Teacher

Location:

Community Childhood Learning Place
39 State Street, PO Box 344
Castine, ME 04421
communitychildhoodlearningplace.org

Start Date: May 17, 2021

Successful candidate will be a positive member of a team organizing and delivering quality learning experiences to young children; nurturing the positive development of each child; documenting the process of learning for each child, fostering positive communication between parents and community; and pursuing individual professional development.

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Cooperative Preschool Director

Location:

Families Together Cooperative Nursery School
1500 West Elmdale Avenue
Chicago, IL 60660

Start Date: July 1, 2021

Families Together Cooperative Nursery School (FTCNS, www.ftcns.org) is a DCFS-licensed, NAEYC accredited cooperative preschool that has operated for 20+ years in Chicago’s Edgewater neighborhood. The school provides a play-based educational environment where parents and caregivers are integral to the life of the school. At our core is a commitment to equity and anti-oppression practices, genuine collaboration between educators, families and children, and a creative and flexible approach to supporting each child’s cognitive, social and emotional growth. We offer part-day morning and afternoon preschool classes for 90 students, ages 2.5 to 6, along with lunch and after school programs and summer camp.

FTCNS is seeking an inspiring educational leader to serve as our next Director, beginning with the 2021-2022 school year. This position is an excellent opportunity for an experienced, passionate educator and school leader who is committed to supporting and nurturing early childhood teachers and staff, skilled at working with parents as learning and leadership partners, and deeply understands and promotes the value of play, emergent curriculum, developmentally appropriate practice, and anti-bias education.

This position is full-time beginning July 1, 2021 and will ideally start with part-time orientation and an overlap period with our current (departing) Director and Business Manager in May and June. The FTCNS school year lasts from late-August to the beginning of June with a summer camp until the end of June. The Director works year round with paid winter, spring, and summer vacation time. In addition to leading the school during regular school hours, the Director also leads and/or participates in limited evening and weekend events and is expected to be available outside of business hours to attend to urgent matters.

The ideal candidate will demonstrate the following key competencies:

STAFF SUPPORT & SUPERVISION
A deep respect for and understanding of the profoundly reflective, joyful, intellectually engaging and challenging work of early childhood teachers in a play-based program with an emergent curriculum model.
An enthusiasm for facilitating high-quality, relevant professional development for early childhood educators at all stages of their career.
An ability to observe and analyze classroom practice, supervise novice and veteran staff, and give feedback with insight, expertise, sensitivity, and a focus on growth.
A skilled approach to supporting teachers in developing strong co-teaching relationships and navigating the inevitable challenges of these partnerships.

STUDENT & FAMILY SUPPORT & COLLABORATION
A strong belief in the importance of honoring the power of play-based learning and children’s ideas and responding to children’s developmental needs through all facets of our school programs.
A welcoming, highly-collaborative, and flexible approach to working with and supporting parent-volunteers in classrooms, committees, and the Board of Directors.
A commitment to full inclusion of children and families with disabilities and an understanding and appreciation for human neurodiversity.

INSTITUTIONAL MANAGEMENT & ADMINISTRATION
An organized and efficient approach to managing and delegating responsibilities.
A comfort with day-to-day and long-term financial management and developing, monitoring, and working within budgets.
An enthusiastic embrace of technology as a tool for school administration and the skill and patience to troubleshoot technological challenges.
A competent and detail-oriented approach to compliance with city, state, and national licensing and accreditation (NAEYC) standards.

FUNDRAISING & STRATEGIC PLANNING
A capacity to collaborate to define and expand school fundraising goals and implement initiatives to reach those goals and meet current and future institutional needs.
An ability to think strategically as it pertains to financial planning, fundraising, and overall school vision.
An embrace of an approach to institutional growth and change that is visionary, caring, collaborative, realistic, and empowering to others.

MISSION DRIVEN, EQUITY-CENTERED COMMUNICATION & LEADERSHIP
An unwavering focus on guiding the school and making short and long-term decisions that are authentically mission driven and inclusive of diverse perspectives.
A nurturing, empathetic and patient approach to interpersonal exchange.
A commitment to self-reflection and strong analytical problem-solving skills.
An eagerness to apply innovative solutions to meet the needs of the school and all of its stakeholders.
An ability to inspire, inform and communicate with specificity and sensitivity, both verbally and in writing.
An understanding of how to apply equity-centered, anti-bias practices to all aspects of the life of the school.
A devotion to continuously increasing their own cultural competence and inspiring others to do the same.

FTCNS is an employer that is actively engaged in work to nurture and increase our diversity, promote equity, and combat oppression. People of color and LGBTQIA candidates are strongly encouraged to apply. FTCNS provides equal opportunity employment to all employees and job applicants regardless of race, culture, color, religion, sex, sexual orientation, gender identity, national origin, ancestry, age, disability, marital status, military discharge status, or any other classification protected by applicable local, state, or federal laws.

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Teacher and Graduate Student – Boulder Journey School

Location:

Boulder Journey School, Boulder CO 80304

Start Date: August 2, 2021

The Boulder Journey School Teacher Education Program is a unique, one-year employment opportunity where you can study the Reggio Emilia Approach in an intimate way through the direct application of Reggio-inspired coursework in an Early Childhood classroom. During this one year, you will earn a Master’s Degree from University of Colorado Denver and a Colorado Teaching License at a significantly reduced tuition rate (non-residents are granted in-state tuition).  For more information please visit:
https://educators.boulderjourneyschool.com/teacher-education-residency-program.html

Responsibilities & Duties:
Co-teach with a Mentor Teacher in a classroom and take on the daily responsibilities of a classroom teacher
Design and engage in opportunities for leadership and advocacy in the field of Early Childhood Education
Engage in ongoing collaboration and reflection on teaching practice with a cohort of peers
Co-construct a contextual curriculum with children and adults
Innovate new early childhood practices
Participate in a Study Trip to Reggio Emilia, Italy

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