Early Childhood Educator (Ages 2-5)
Location:
First Presbyterian Day School | Hilton Head Island, SC 29926
Start Date: May 11, 2026
Responsibilities
- Collaborate with co-teachers and the atelierista to design and implement Reggio-inspired
learning projects
- Observe, document, and reflect on children’s interests and discoveries
- Partner with children as co-learners and researchers in the classroom
- Build strong, trusting relationships with families through consistent communication
- Create documentation panels and online posts that make learning visible
- Participate in ongoing professional development, meetings, and conferences
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Atelierista & Pedagogy Lead
Location:
Tribeca Community School Ridgefield | Ridgefield, CT
Start Date: August 1, 2026
The Atelierista & Pedagogy Lead is a central pedagogical leader within the school. This individual serves as both an artist-educator and a curriculum leader, working across classrooms to deepen children’s thinking through materials, documentation, and long-term project work.
This is not a standalone studio role. We are looking for someone who can:
- Drive curriculum and pedagogy across the program
- Support teachers in translating theory into practice
- Elevate documentation and reflective work school-wide
- Help build systems, structures, and coherence
The Atelierista works in close partnership with the Head of Program and teaching teams to ensure that the atelier is not just a space—but a way of thinking that lives throughout the school.
Key Responsibilities
Pedagogical Leadership & Curriculum Development:
- Collaborate with the Head of Program to shape and evolve the school’s curriculum
- Support teachers in developing emergent, project-based investigations
- Bring a strong lens to materials, aesthetics, and the role of environment as the “third teacher”
- Help ensure coherence and depth of learning across age groups (infants through 5s)
Atelier Practice:
- Design and facilitate experiences in the central atelier and mini-ateliers across classrooms
- Introduce children and teachers to a wide range of materials, tools, and expressive languages
- Support children in representing ideas through drawing, painting, print-making, sculpture, construction, light, etc.
- Maintain and curate atelier materials with intentionality and care
Documentation & Research:
- Lead and elevate documentation practices across the school
- Support teachers in observing, interpreting, and making learning visible
- Help transform documentation into tools for reflection, curriculum planning, and communication
- Contribute to school-wide displays, panels, and narrative documentation
Teacher Support & Professional Development:
- Serve as a pedagogical partner to teachers in classrooms
- Model strong practice through co-teaching, observation, and reflection
- Lead workshops, study groups, and ongoing professional learning
- Support onboarding of new teachers into Reggio-inspired practice
Program Coordination & Systems:
- Help establish structures for curriculum planning, documentation cycles, and project work
- Collaborate with leadership on aligning practices across classrooms
- Support organization and coordination of materials, atelier scheduling, and shared resources
- Contribute to long-term program development and growth
Family & Community Engagement:
- Share documentation and insights with families in meaningful, accessible ways
- Support communication around curriculum and children’s learning processes
- Contribute to admissions events, parent events, exhibitions, and community-facing work
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Lead Preschool & Pre-K Teacher
Location:
Teton Science Schools | Jackson, WY
Start Date: June 1, 2026
Early Childhood Faculty at Mountain Academy are joyful co-creators of learning, belonging, and wonder. Rooted in Place-Based education and inspired by nature-based learning and the Reggio Emilia philosophy, teachers design experiences that honor children as capable, curious learners. Through responsive relationships and thoughtful environments, faculty nurture each child’s social, emotional, and cognitive development while cultivating connection to self, others, and place.
Mountain Academy is hiring for two Lead Early Childhood Teacher roles: one Lead Preschool Teacher and one Lead Pre-K Teacher. Final placement will be determined based on experience, interest, and program needs.
Curriculum & Instruction:
- Design and implement curriculum reflecting children’s interests, developmental needs, and the school’s Place-Based and Reggio Emilia philosophy
- Create engaging indoor and outdoor learning environments, observe and document children’s growth, and lead classroom planning and routines
- Provide full caregiving support and ensure compliance with Wyoming STARS licensing requirements
Family Partnership:
- Serve as the primary advisor and point of contact for families
- Communicate regularly about children’s development
- Collaborate with families and specialists to support individual needs, and participate in two learning team conferences per year
Team & Community:
- Mentor co-teachers and assistants
- Collaborate on integrated projects, and lead daily classroom routines
- Contribute to professional development, school-wide events, and ongoing program development
Safety & Risk Management:
- Actively supervise children
- Follow all school and state safety policies
- Assess and manage risk during indoor and outdoor experiences
- Operate 15-passenger minibusses, and participate in required safety trainings and drills
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Schoolhouse Instructor (Reggio-Inspired, Project-Based Microschool)
Location:
WonderHere Sanford | Sanford, FL
Start Date: August 3, 2026
WonderHere Sanford is seeking a warm, reflective, and student-centered Schoolhouse Instructor to join our innovative microschool community for the 2026–2027 school year. This salaried instructional role is ideal for an educator who values relationship-based learning, inquiry, and a deeply respectful view of the child.
At WonderHere, we believe children are capable, curious, and full of potential. Our instructors serve not as lecturers, but as guides, co-learners, and researchers—observing closely, asking thoughtful questions, and co-constructing meaningful learning experiences alongside students.
Our classrooms are rooted in emergent, project-based learning. Instructors follow children’s interests, design rich invitations for exploration, and support expression through a wide range of modalities—the “hundred languages” of children—including art, movement, storytelling, building, and design.
This role is uniquely designed to offer meaningful professional work while allowing for more time at home and a greater work-life balance. It is a salaried, part-time position without traditional full-time expectations. Instructors work approximately 50% of a standard school-day schedule while receiving competitive compensation aligned with the value of experienced educators. The role is intentionally structured to minimize take-home work and eliminate many burdens common in traditional settings, including report cards and formal grading.
The Instructor will report to the Schoolhouse Director and Site Director and serve as a key member of the Sanford campus team.
Primary Responsibilities:
- Facilitate a mixed-age classroom grounded in WonderHere’s educational model, one of inquiry, collaboration, and project-based learning
- Co-construct curriculum with students based on their interests, questions, and ideas
- Serve as a researcher of children’s thinking—observing, documenting, and reflecting to inform next steps in learning
- Create and maintain a classroom environment that acts as a “third teacher,” with thoughtfully curated, open-ended materials and a sense of order, beauty, and purpose
- Support expression through multiple modalities (art, movement, storytelling, building, etc.)
- Implement WonderHere curriculum, systems, and classroom practices with fidelity
- Document student learning through notes, photographs, and collected work to make thinking visible
- Share meaningful documentation and learning narratives with families
- Foster a strong classroom culture rooted in respect, belonging, and collaboration
- Build authentic partnerships with families, viewing them as collaborators in the learning process
- Maintain student records and progress documentation aligned with school expectations
Additional Expectations:
- Be prepared, present, and engaged each school day
- Collaborate closely with co-teachers and staff in a reflective, team-oriented environment
- Support operational excellence through organization and follow-through
- Maintain confidentiality of school systems, curriculum, and student records
- Serve as a thoughtful and positive representative of WonderHere in the community
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Early Childhood Teacher
Location:
Urban Sprouts Child Development Center | University City, MO 63130
6757 Olive Blvd
Start Date: June 1, 2026
The Classroom Teacher provides leadership within the classroom to ensure a safe, nurturing, and developmentally appropriate learning environment grounded in a Reggio Emilia–inspired philosophy. This role is responsible for curriculum design and implementation, classroom management, documentation of children’s learning, and fostering strong relationships with families. The Classroom Teacher serves as a facilitator of child-led inquiry and a collaborative partner to colleagues while advancing the mission and values of Urban Sprouts. This role reports directly to the Head of Pedagogy.
Daily Classroom Operations
- Maintain at all times high-quality child care standards grounded in developmentally appropriate practice and aligned with the school’s philosophy and curriculum approach.
- Design and maintain an inviting, intentional classroom environment that reflects children’s interests and supports inquiry-based learning.
- Ensure the safety, supervision, and well-being of all children, responding promptly and appropriately to incidents or concerns.
- Maintain child-to-staff ratios at all times and collaborate with leadership to ensure proper classroom coverage.
- Establish consistent classroom routines that promote independence, responsibility, and community.
- Support and lead with Co- Teacher(s) and support staff within the classroom.
- Maintain accurate attendance, incident reports, and required documentation in accordance with licensing requirements.
Curriculum and Documentation
- Lead the development and implementation of emergent, project-based curriculum inspired by the Reggio Emilia approach.
- Observe children closely and document learning through photographs, written reflections, and displays that make learning visible.
- Plan intentional provocations and experiences that extend children’s thinking and inquiry.
- Use assessment tools and documentation to inform instruction and individualize learning experiences.
- Collaborate with the pedagogical team to reflect on curriculum, plan next steps, and ensure alignment across classrooms.
- Participate in ongoing professional development to deepen understanding of child development and Reggio-inspired practice.
Family and Child Engagement
- Maintain strong, respectful, and consistent communication with families.
- Conduct parent-teacher conferences and share documentation of children’s growth and development.
- Support family engagement events and school-wide initiatives.
- Partner with families using strengths-based and culturally responsive practices.
- Collaborate with leadership and support staff when developmental or behavioral concerns arise.
Team Collaboration and Professional Responsibilities
- Serve as a collaborative and supportive member of the teaching team.
- Model professionalism, reflective practice, and a commitment to continuous improvement.
- Attend and actively participate in staff meetings, trainings, and school events.
- Support Assistant Teachers through mentorship, coaching, and clear communication.
- Maintain working knowledge of Missouri State Child Care Licensing regulations and NAEYC standards.
- Perform other related duties as assigned to support the mission and sustainability of the program.
Farm to Table Integration
- Integrate garden, kitchen, and farm-to-table experiences into classroom learning when appropriate.
- Collaborate with kitchen and farm staff to extend seasonal programming into curriculum projects.
- Support children’s participation in food preparation, gardening, and related hands-on learning experiences while ensuring health and safety compliance.
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Lead Teacher
Location:
Milford, PA
Start Date: August 3, 2026
We are seeking a Reggio Emilia-trained Lead Teacher to guide a small, mixed-age preschool classroom beginning in the 2026–2027 school year. This is a wonderful opportunity for a thoughtful educator who values child-led learning and would enjoy helping shape a new, intentional preschool program grounded in Reggio Emilia principles, respect for development, and connection to nature.
The Lead Teacher will guide a small group of preschool children (approximately ages 3–6) within a Reggio Emilia-aligned classroom, fostering independence, curiosity, and concentration through purposeful work and thoughtful observation. Teachers at the Schoolhouse are encouraged to use careful observation as a primary teaching tool, allowing each child’s developmental path to inform lessons and classroom rhythm.
Responsibilities
- Prepare and maintain a beautiful, organized prepared environment
- Support the development of independence, concentration, and self-directed learning
- Use observation to guide lessons and support each child’s developmental path
- Foster a calm, respectful classroom community
- Communicate regularly with families about student growth and classroom life
- Collaborate with school leadership to help shape a thoughtful new program
- Incorporate outdoor learning and nature exploration as part of the daily rhythm
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Bilingual Mandarin/English Governess & Early Childhood Educator — Private Family
Location:
Private Family | San Francisco Bay Area, CA
Start Date: June 1, 2026
A multicultural Bay Area family seeks a warm, intellectually curious bilingual educator and governess for three children under four, in a long-term full-time role combining genuine Reggio-inspired education with attentive daily care. We travel domestically every month and internationally several times a year — each new culture and environment becomes part of the children’s learning experience. The role offers full curriculum autonomy, a 1:1 setting, and the freedom to design a project-based, child-led learning environment in ways rarely possible in a school context. The family is also exploring the longer-term possibility of building a small Mandarin-immersion microschool.
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Full Time Head Teacher 4-5″s
Location:
Brotherhood Synagogue Nursery School | New York, NY 10003
Start Date: September 2, 2026
- Develop and implement a Reggio Emilia-inspired curriculum that is responsive to the interests and needs of the children.
- Lead a team of assistant teachers and collaborate to create a warm, supportive, and developmentally appropriate classroom environment.
- A deep knowledge of child development and Kindergarten readiness.
- Observe and document children’s progress, interests, and learning, ensuring ongoing reflection and assessment.
- Build strong, trusting relationships with children, their families, and the wider school community.
- Integrate Jewish values, traditions, and customs in daily activities, fostering a sense of belonging and connection.
- Provide individualized support to children as they develop foundational social, emotional, and cognitive skills.
- Foster an environment of open-ended exploration, inquiry, and creative expression.
- Maintain effective communication with parents through regular updates, conferences, and events.
- Ensure the safety and well-being of all children in the classroom.
- Take an active role in maintaining the classroom environment, including organizing materials, setting up activities, and maintaining safety standards.
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Toddler | Preschool | Pre-K Teachers
Location:
Cambridge Preschool of the Arts | Cambridge, MA
Start Date: August 31, 2026
POTA is a diverse, warm and close knit Reggio inspired community that strongly supports fostering children’s creativity and empowering them to be the best version of themselves.
The ideal candidate loves and respects every child. They are dedicated to bringing out the very best in every child through love and encouragement. A love for the arts is a plus and flexibility is a must! Teachers in our school are safe keepers, they are the heartbeat of our program and we cherish and treasure them. POTA offers tremendous professional development, consistent support, and guidance.
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Teacher @ LMU Children’s Center
Location:
Loyola Marymount University | Los Angeles, CA
1 LMU Drive Los Angeles, CA 90045
Start Date: May 18, 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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Campus Community Lead
Location:
A New Leaf School | Nashville, TN
Start Date: August 3, 2026
A New Leaf is seeking a thoughtful, relationship-centered Campus Community Lead to support the daily life and long-term vision of our school community. This role is designed for an educator-leader who can hold both the big picture and the daily rhythms of campus life—someone deeply committed to children, collaborative teaching, family partnership, and the visible documentation of learning.
The Campus Community Lead serves as part pedagogical coach, part campus leader, and part community builder. This person works closely with teachers, families, and leadership to support emergent curriculum, strengthen communication, sustain smooth campus operations, and help make the values and practices of our school visible to the wider community. The role is grounded in Reggio Emilia-inspired, project-based, and nature-based learning, with a strong emphasis on relationships, reflection, and the “hundred languages” of children.
A New Leaf welcomes educators who are reflective, collaborative, and inspired by the possibilities of relationship-based, inquiry-driven learning. We look forward to hearing from candidates eager to contribute to a vibrant school community.
Responsibilities include:
- Supporting teachers in developing emergent, inquiry-based, play-based learning experiences inspired by Reggio Emilia principles and nature as the third teacher.
- Coaching teachers in observation, reflection, documentation, and project development.
- Helping make children’s learning visible through portfolios, written communication, pedagogical documentation, and community-facing storytelling.
- Collaborating with teachers to create environments rich in inquiry, relationships, and exploration.
- Building strong, trusting partnerships with families through thoughtful communication, daily presence, and responsive follow-through.
- Being accessible during key family touchpoints, including arrival, dismissal, and Brightwheel communication.
- Supporting conferences, home visits, school events, and other opportunities for meaningful family engagement.
- Helping families and staff understand the “why” behind the school’s educational approach.
- Supporting day-to-day campus operations, including staffing coverage, supervision, ratios, readiness of materials and spaces, and implementation of site procedures.
- Serving as a calm and capable presence in response to family concerns, behavior support needs, and staff problem-solving.
- Partnering with leadership to support student progress, interventions, staff coaching, and a positive campus culture.
- Collaborating across campus teams to strengthen shared language, aligned practice, and a culture of reflection and growth.
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Early Childhood Co-Teacher/Atelierista – Transitional Kindergarten (5 Days)
Location:
Lincoln Nursery School | Lincoln, MA
Start Date: August 17, 2026
Lincoln Nursery School, a Reggio-inspired parent cooperative preschool, seeks an experienced early childhood educator to join our teaching team beginning August 2026.
We are looking for a co-teacher, with a dedication to the expressive arts, who can integrate strong classroom practice with the principles of creativity, imagination, and expression. This educator views the expressive languages as central to children’s thinking and meaning-making, and is skilled in supporting these processes through materials, studio experiences, and pedagogical documentation.
Teachers collaborate to design emergent curriculum rooted in children’s interests, support in-depth project work, and create documentation that makes learning visible. Our program is grounded in relationships among children, teachers, and families, and draws inspiration from the natural environment and community resources, with deCordova Sculpture Park and Museum serving as a central anchor for our place-based learning.
As a parent cooperative, we value close partnerships with families and seek educators who enjoy working collaboratively within a reflective, inquiry-based teaching community.
Responsibilities include:
- Co-constructing emergent curriculum with a focus on inquiry through the expressive arts (e.g., visual art, movement, drama, music), ensuring accessibility for all learners
- Integrating the “hundred languages of children” into daily classroom life
- Designing and maintaining the studio’s atelier as a space for exploration and creativity
- Supporting long-term project work through materials, media, and expressive techniques
- Collaborating with colleagues to interpret documentation and guide curriculum
- Creating documentation that makes learning visible
- Partnering with families in the classroom
- Engaging in reflective practice and professional learning
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Preschool / GSRP Co-Teacher
Location:
Building Blocks Preschool-A Nature Based School | Highland, MI 48356
340 Harvey Lake Rd.
Start Date: May 4, 2026
Teacher Full-time, Non-union, at-will position
POSITION SUMMARY:
The associate teacher is responsible for working as a team member in providing a quality educational program for preschool children by supporting the classroom teacher in planning, assessing, and instructing learners. The position includes assisting the classroom teacher in maintaining required records to ensure grant compliance and meet licensing guidelines This is a full- time position, currently 8 hours a day. Hours tentatively are 8:15 am-5:15 pm with a 30 -60 minute unpaid break. REQUIRED QUALIFICATIONS: Associate’s degree (AA) in early childhood education or child development or the equivalent; or a valid Center-based Preschool CDA credential.
PREFERRED QUALIFICATIONS:
- Experience in working with preschool children
- Familiarity with research-based preschool curricula and Preschool Program Quality Assessment (PQA)
- Understanding of Reggio-Inspired and DAP Practices.
- Understanding of social-emotional learning and Restorative Practices
- Understanding and ability to implement portfolio work sampling, documentation, and writing learning stories
- Ability to be self-directed and take initiative when given a variety of tasks and responsibilities.
- Certification in CPR and First Aid
- Strong communication and interpersonal skills to effectively interact with students, parents, and teachers
- Ability to work well with diverse families
- Ability to act as a resource person for families
- Outgoing, caring personality
RESPONSIBILITIES:
- Work as a team member in providing a quality educational preschool program
- Assist in planning, implementing, and monitoring curriculum and assessment
- Assist in establishing parent involvement activities
- Assist in all daily operations of the program
- Work with individual and small groups of learners
- Support children’s emotional and social development, encouraging understanding of others and positive self-concepts
- Work collaboratively and communicate with the classroom teacher to implement lesson plans, activities, and classroom tasks
- Assist teacher with monitoring behavior and supporting the educational process in the classroom
- Observe learners’ performance and record relevant data to assess progress
- Collect and document data regarding the learner(s)
- Maintain accurate and complete learner records
- Provide a welcoming and supportive climate to establish and reinforce acceptable child behavior, attitudes, and social skills.
- Create an effective and stimulating work environment for learning that meets the standards outlined in the Preschool Program Quality Assessment (P.Q.A.)
- Implement and maintain standards set forth by the “Great Start to Quality” initiative.
- Know and follow all State of Michigan licensing guidelines.
- Promote parent participation and involvement in education activities provided for their children.
- Conduct and evaluate Early Childhood Screener (Ages and Stages) twice a year.
- Participate in staff and team meetings.
- Provide a physically and emotionally safe environment for young children in both indoor and outdoor settings. Assist children with personal hygiene practices like handwashing, diapering, etc
- Work with teaching teams to develop and implement a nature-based curriculum that reflects the needs and interests of the children. Participate in weekly debriefs with co-teacher before and after class.
- Spend significant time outdoors with children during all seasons, interacting, and guiding them at their physical level. Apply developmentally appropriate practices to all
interactions with children, including reflective listening, modeling social/emotional norms, and promoting self-regulation.
- Observe and record children’s learning using notes, assessments, portfolios, and documentation panels that illustrate physical, social/emotional, linguistic, and cognitive development. Share
professional observations with families with learning stories and as requested.
- Support risky play
- Work with individual and small groups of learners
- Support children’s emotional and social development, encouraging understanding of others and positive self-concepts with restorative practices
- Participate in training and ongoing professional development
- Set personal and professional goals, seeking opportunities to develop skills in focus areas.
- Able to work flexible hours as needed for family involvement activities, including home visits, recruitment events, open house
- Participate for family involvement activities, trainings, recruitment events, open house
- Perform other duties as assigned
PHYSICAL REQUIREMENTS:
Employee must be capable of performing physical demands of the job, including but not limited to lifting, bending, stooping, squatting, and standing for long periods. The work environment has a raised noise level. This document is intended to describe the general nature and level of the work performed by those assigned to this position. This is not an exhaustive list of all duties and responsibilities. Administration reserves the right to amend the change responsibilities to meet business and organizational needs as necessary.
CONDITIONS OF EMPLOYMENT:
Employment Date: May until filled 2026
Employment Type: Full time, Non-union, at-will position
Hourly: $18.00-20.00/ per hour based on experience and education
Rev. January 28, 2026
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Early Childhood Teacher
Location:
The Madison Avenue Presbyterian Church Day School | New York, NY
Start Date: September 1, 2026
MAPCDS is a highly collaborative environment where passionate teachers guide children on a path of joyful learning and discovery through a progressive framework, largely inspired by the Reggio Emilia philosophy. Teachers here are thoughtful, curious, flexible, collaborative and self-motivated. Candidates must be comfortable building developmentally appropriate curriculum in response to children’s interests, documenting learning, and nurturing partnerships with parents and with each other. Central Park is our outdoor classroom and classes regularly visit the natural world along with our rooftop play space. In order to stay current on theories on teaching and learning, modern brain research and best practices, our educators are expected to participate actively in professional development opportunities.
- understanding and promoting the school’s mission, vision and guiding philosophy
- contributing to a positive school culture through relationships with children, parents and staff
- demonstrating a warm, passionate, strong respect for children at all times
- ensuring that each child in our care feels seen, heard and understood
- recognizing parents as genuine partners with the school, being willing to communicate regularly with parents, and collaborate, showing sensitivity and professionalism at all times
- creating an aesthetically pleasing classroom environment rich in wonder, designed to instill a joy of learning and positive attitudes towards school in children
- planning provocations and meaningful hands-on learning experiences which meet children’s demonstrated interests and guiding them towards intellectual, creative and spiritual growth
- planning that balances social-emotional, cognitive and physical development every day, for every child
- using open ended commercial and natural materials intended to stretch children’s thinking
- creating a classroom community that values kindness, collaboration, creativity and social justice in developmentally appropriate ways
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Early Childhood Division Head
Location:
The Pembroke Hill School | Kansas City, MO
Start Date: July 1, 2026
Early Childhood School Division Head
Begins July 2026
Job Summary:
Our Early Childhood curriculum is inspired by Italy’s Reggio Emilia “project” approach to early childhood education, which encourages young children and their teachers to explore, question and discover in a stimulating environment. The early childhood division operates in a state-of-the-art building located on the Wornall campus serving 130 children aged two through five years with 24 employees.
The Pembroke Hill School is an independent school with 1,200 students, EY-12 located in the heart of Kansas City, MO and accredited by the Independent Schools Association of the Central States (ISACS). Our mission is Together, cultivating the best in each for the benefit of all. We are dedicated to educational excellence and helping our students achieve their goals while guiding them to become individuals of character who believe that they can and do make a difference in our school community and as global citizens.
The successful candidate will possess a passion for learning and continuous improvement, a commitment to educational excellence, a keen and curious intellect, strong interpersonal and communication skills, a high level of energy with a passion for young children, their families and those who teach them. The EC Division Head reports directly to the Associate Head of School and serves on the school’s administration team.
Key Responsibilities:
- Plan, develop, lead, manage and direct the Early Years, Preschool and Prekindergarten programs including academics, curriculum, instructional approaches, student support, activities, events and parent education.
- Develop and foster relationships with the EC children to deliver the PHS Promise where every child is known, cared for and valued.
- Develop, supervise, grow and retain quality faculty and staff. Conduct classroom observations of teachers and provide feedback (affirming and constructive) and coaching.
- Communicate, develop, and foster relationships with the EC families and parent community.
- Plan, communicate and collaborate with other school divisions and departments (including administration and faculty).
- Interview and assess applicants to EC. Lead the hiring teams for all open EC positions with the support of the Director of HR.
- Lead and manage the Early Childhood extended day program.
- Develop and maintain the EC operating budget.
Schedule:
This is a year round position. During the school year, there are three school vacations – three days at Thanksgiving, two weeks in December, and two weeks in March – plus paid time off and sick days.
About Pembroke Hill School:
Pembroke Hill School is an independent school in Kansas City, Missouri. Pembroke Hill seeks to fulfill our mission by recognizing that diversity, belonging, equity, and inclusion are integral elements of school and community life. Our mission-inspired goal is together, cultivating the best in each, for the benefit of all. Cultivating each to be a global thinker and valuable member of the PHS community poised to acquire the academic and life skills that make a significant difference for all.
We have newer and updated facilities, excellent classroom resources, small class sizes, and a competitive and comprehensive compensation and benefits package. If you would like to join a highly qualified team who enjoys teaching talented and dedicated students please complete the online application to be considered.
Physical Demands:
The physical demands described here represent those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
- Ability to sit and stand for extended periods. For elementary and lower school, sit on the floor for extended periods of time.
- Ability to enter data into a computer, to see and read a computer screen and printed material with or without vision aids
- Ability to hear and understand speech at normal classroom levels, outdoors, and on the telephone
- Ability to speak in audible tones so that others may understand clearly in normal classrooms, outdoors, and on the telephone
- Physical ability to lift, carry and/or hold up to 25 pounds to shoulder height and 50 pounds to waist height
- Ability to occasionally balance, reach, bend, squat, stoop, or kneel
- Ability to climb stairs, walk, and occasionally run, if required
Pembroke Hill School participates in E- Verify and will provide the federal government with your Form I-9 information to confirm that you are authorized to work in the U.S. at the time of hire.
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Early Childhood Teacher
Location:
Treehouse Children’s School
Start Date: April 10, 2026
The Treehouse Children’s School is a creative and welcoming Reggio-inspired community serving children ages five months to five years. We respect the richness of childhood and children’s natural drive to express and explore from every imaginable point of view. We value relationships above all else, along with the “hundred languages of children,” the endless creative ways children interpret and express themselves in the world.
We currently are recruiting two teachers to join our community. One teacher will join a dynamic PreK team in Fall 2024 or as soon as we find the right recruit. Our preschoolers are ages 3-5. We are also in the process of doubling the size of our toddler program (welcoming 10 new children) and seeking a “right-fit” hire to join an experienced Reggio-inspired teacher to design and launch a classroom from scratch, a rare opportunity.
Responsibilities:
Work collaboratively with a fellow lead teacher and “across” teams with all educators in our school. Take children on explorations on our beautiful wooded property, engage with science educators from our next-door neighbor the Montshire Museum of Science, design art explorations in our designated atelier, an in-house art studio. Facilitate a Reggio-inspired program propelled by students’ curiosity and interests. Reflect with colleagues on children’s learning to plan next steps, and create thought-provoking documentation to share with parents, colleagues and students too.
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Early Childhood & Elementary Director
Location:
Tree Top Academy | Jupiter, FL
6769 Church St.
Start Date: August 1, 2026
The Opportunity
This is a rare opportunity to lead a small, mission-driven school community with deep roots in Reggio Emilia philosophy. The ideal candidate is a reflective practitioner who approaches leadership with humility, curiosity, and warmth—someone who finds genuine joy in mentoring educators, studying children’s thinking, building relationships with families, and nurturing a culture of professional growth and inquiry. Due to the specialized pedagogical nature of this role, priority will be given to candidates with demonstrated experience in Reggio Emilia–informed or Montessori programs.
School Leadership & Administration
- Collaborate with the Head of School, Executive Director and Creative Director on school operations, program development, and strategic planning
- Ensure classrooms maintain nurturing, inclusive, and developmentally appropriate environments aligned with TTA standards
- Translate educational vision into clear systems, documentation, and practices that support the teaching team
- Maintain compliance with DCF licensing regulations and Tree Top Academy policies and procedures
- Oversee enrollment processes including conducting school tours and visits for prospective families
- Assist with payroll, manage teacher budgets, and handle reimbursements
- Maintain confidentiality when handling sensitive staff and family information
- Greet classes and check in with teachers each morning to maintain a positive school climate
- Ensure a clean, organized, and welcoming environment for students, staff, and families
Pedagogical Leadership & Teacher Support
- Guide the ongoing development of the school’s Reggio Emilia–informed pedagogy and Visible Thinking practices
- Support teachers in observation, documentation, and reflective practice
- Encourage inquiry-based learning, project work, and authentic expression across age groups
- Facilitate ongoing pedagogical dialogue through weekly team meetings, Professional Learning Communities, and 1-on-1 teacher check-ins
- Observe all teachers regularly; provide thoughtful, constructive feedback
- Conduct new-hire orientation and coordinate the onboarding training program for all new staff
- Conduct 30/60/90-day and annual teacher reviews with clear goal-setting
- Coordinate professional development opportunities: PD days, conferences, on-site training, and online courses
- Assist teachers with conference presentations and classroom-based research
- Provide in-class Conscious Discipline support and training as needed
Family Partnership & Communication
- Build strong, trusting relationships with families through open communication, dialogue, and a positive, approachable presence
- Coordinate and attend parent conferences, parent Coffee Talks, and school events
- Communicate proactively with families through regular newsletters and message updates
- Help families understand and genuinely engage with the school’s philosophy and learning approach
- Support admissions and enrollment in partnership with the leadership team
- Address parent and teacher concerns in a calm, professional, and timely manner
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Child Development Teacher, Center for Early Childhood Education Laboratory School at CT State Community College Naugatuck Valley
Location:
Connecticut State Community College | Waterbury, CT
Center for Early Childhood Education Laboratory School
Start Date: August 1, 2026
Description, responsibilities, and duties:
The Child Development Teacher plans and carries out learning activities for children in a college child development center as well as assisting early childhood education students of the Community College in gaining practical teaching experience as part of their curriculum.
Essential Duties and Responsibilities:
Under the direction of the Director of Child Development Center or other administrator, the Child Development Teacher is accountable for contributing to the development and care of children enrolled in the College’s Child Laboratory School through effective performance in these essential functional areas:
Key responsibilities include:
- Teaching the Laboratory School children
- Accountable for providing age and developmentally appropriate learning experiences for assigned children in the College’s Laboratory School
- Overseeing student teachers’ academic lab experience.
- Accountable for contributing to the practical experience of the College’s early childhood education students.
- Parent communications.
- Accountable for communicating with parents about their children’s progress as well as about the services of the Laboratory School
- Participating in Center administration.
- Accountable for contributing to the effective management of the Laboratory School by participating in its administration.
- Additional responsibilities include: Attendance and participation at convocation and commencement ceremonies
- Service on assigned committees and task forces
- Attendance and participation at committee, staff, informational and professional meetings which may occur during evenings and weekends.
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Experiential School Studio Teacher
Location:
The Experiential School of Tampa Bay at Shorecrest Preparatory School | St. Petersburg, Florida
Start Date: August 7, 2026
Description
The full-time Experiential School Studio Teacher is responsible for assisting in the implementation of the Experiential School (ES) Art and Music programs under the direction of the Head of the Experiential School and in collaboration with ES faculty.
The Studio at The Experiential School serves as a dynamic space where children explore diverse materials and techniques. Our Studio teacher is a versatile educator who collaborates with students, guiding their logical and creative journeys. By being a part of the day of students in both Alpha and Junior Kindergarten (3-5 years old), the Studio makes learning visible and honors the multiple expressive languages of childhood.
Essential Functions
Instructional Leadership & The Reggio Emilia Approach
- 100 Languages of Children: Treat art and music as fundamental non-verbal languages that help children construct their understanding of the world around them.
- Facilitate Artistic Exploration: Lead full and small group sessions in the Studio, integrating Visual Arts and Music.
- Curate the Environment: Design and maintain a studio space that sparks curiosity, offering materials that value both the creative process and the final product while supporting diverse learning styles.
- Cultivate Inquiry: Plan a balanced program of demonstration and open-ended work time, encouraging students to observe, question, and investigate.
- Foster Development: Use intentional modeling and teacher language to grow students’ problem-solving, communication, and collaborative skills.
- Produce Annual Performance: Direct and produce one signature music performance per year at the Janet Root Theatre.
Documentation & Assessment
- Make Learning Visible: Observe and document student explorations using anecdotes and artifacts to guide pedagogical decision-making and share insights with the community.
- Responsive Teaching: Listen to and value children’s unique competencies, using their interests as a springboard for further exploration and provocations.
Collaboration & Professional Growth
- Program Development: Partner with faculty and administration to develop, evaluate, and refine early childhood Art and Music curricula.
- Community Engagement: Represent the Experiential School in school-wide events and division specific programs, maintaining positive, professional relationships with families and colleagues.
- Continuous Learning: Commit to ongoing research into Early Childhood Education by attending professional development, engaging with other independent schools, global educator networks, and staying current with industry literature.
School Operations & Student Support
- Classroom Support: Serve as a teacher or teaching assistant as needed, providing classroom coverage and supervising students to ensure a safe, productive environment.
- Daily Logistics: Contribute to the daily flow of the school through playground supervision, morning Before Care, and afternoon carline duties.
- Health & Safety: Strictly adhere to all health and safety protocols, modeling responsible actions to safeguard the well-being of the school community.
- Studio Stewardship: Maintain the organization and aesthetic integrity of the Studio area within the ES Exploratorium.
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Elementary Guide (Grades 1–5)
Location:
Live Oak Academy of the Lowcountry | Hilton Head Island, SC
Start Date: July 27, 2026
Inquiry & Learning Design
- Co-construct emergent, long-term projects grounded in children’s authentic questions and Reggio Emilia principles.
- Craft standards-aligned curriculum (SC Academic Standards) woven seamlessly into meaningful, real-world inquiry.
- Design differentiated learning experiences that honor diverse needs, strengths, and learning profiles.
- Facilitate small-group and individual work that deepens understanding and supports each child’s unique growth trajectory.
- Lead approximately 1.5 hours weekly of a related arts course for elementary and middle school students.
Environment & Documentation
- Curate an intentional, aesthetically rich classroom environment that invites exploration and reflects children’s thinking.
- Develop and display pedagogical documentation—learning stories, panels, and portfolios—that honor and make visible the learning process.
- Maintain reflective journals and observational notes as a tool for deepening your understanding of each learner.
- Create rituals and routines that promote student ownership, self-direction, and a sense of belonging.
Community & Partnership
- Communicate regularly and thoughtfully with families, treating them as co-educators and essential partners.
- Orchestrate meaningful field experiences that connect learning to the living classroom of Hilton Head Island and the Lowcountry.
- Collaborate with the teaching team to align pedagogy, share documentation, and support all learners across the school community.
- Contribute generously to school-wide events, initiatives, and the warm culture of Live Oak Academy.
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Lower School Head
Location:
University Lake School | Hartland, WI
Start Date: July 1, 2026
ABOUT UNIVERSITY LAKE SCHOOL
University Lake School (ULS) is a college preparatory school that delivers an incomparable education through the pursuit of academic excellence and the development of the whole student in a unique learning environment that fosters intellectual curiosity, original thinking, personal integrity, and character through service.
Across all grade levels, ULS follows a student-centered approach to learning. Students develop mastery of traditional fact- and process-based standards while engaging in hands-on, developmentally sound learning experiences that emphasize inquiry, research, publishing, and presentation. These experiences cultivate critical thinking, creativity, and problem-solving skills essential for success in college and beyond.
The Lower School curriculum is inspired by the Reggio Emilia approach and emphasizes a balanced integration of child- and teacher-initiated learning. Teaching and learning are guided by close observation of children’s interests through play, documentation, reflection, and dialogue, alongside a strong commitment to the science of reading and research-informed early literacy practices. The program prioritizes deep relationships, reflective practice, respect for others, and meaningful engagement with the learning environment and broader community.
POSITION SUMMARY
University Lake School seeks a Head of the Lower School Division to provide visionary, relational, and operational leadership for its Lower School program. Responsible for the academic, social-emotional, and cultural life of the Preprimary (age 2–K) and Lower School (grades 1–4) divisions, the Lower School Head serves as the primary steward of the division’s student experience and programmatic vitality. Reporting to the Head of School, John Dewis, and serving as a member of the School Leadership Team, the Lower School Head oversees day-to-day operations, faculty development, student life, and parent communication; plays a vital role in advancing the School’s mission and values; and contributes to school-wide strategic initiatives.
STRATEGIC PRIORITIES
- Maintain and champion an innovative, high-caliber, Reggio Emilia-inspired curriculum that balances student-driven inquiry and project-based learning with a well-articulated scope and sequence, ensuring the development of foundational skills, conceptual depth, and academic confidence.
- Partner with the Head of School and the entire community to embrace ULS’ identity as a destination for learning for all identities and intersectionalities, including the continued priority to integrate and grow the Falk Family Center for Learning Engagement while strengthening inclusive academic practices and ensuring all learners are meaningfully supported and challenged.
- Lead, support, evaluate, empower, and retain ULS’s talented faculty through robust professional development and mentorship while fostering a culture that values collaboration, reflective practice, teacher voice, and professional autonomy.
- Partner with the Director of Admissions to sustain strong enrollment momentum by serving as an ambassador for the Lower School, cultivating prospective family interest, and maintaining the school’s strong reputation within the broader community.
- Foster and deepen the school’s inclusive community culture by strengthening relationships among students, faculty, and families and advancing practices that promote belonging across all aspects of Lower School life.
ESSENTIAL FUNCTIONS AND EXPECTATIONS
Divisional Leadership and Operations
- Provide overall leadership and vision for the Lower School division, ensuring alignment with ULS’s mission, philosophy, and strategic priorities.
- Oversee the daily operations of the Lower School, maintaining continuity of supervision, safety, procedures, and program quality.
- Establish a positive tone and culture for students and faculty through visible presence, thoughtful decision-making, and clear expectations.
- Lead the review, development, and implementation of divisional policies, procedures, and practices.
- Collaborate closely with the Head of School and leadership colleagues on school-wide initiatives and long-term planning.
- Represent the Lower School at school events and community functions, serving as an articulate ambassador for the division.
Faculty Leadership and Professional Growth
- Recruit, hire, mentor, evaluate, and retain outstanding Lower School faculty in alignment with ULS standards and values.
- Conduct formal and informal classroom observations and provide timely, constructive feedback that supports instructional excellence and professional growth.
- Lead faculty goal-setting, evaluation processes, and professional development planning within the division.
- Plan and lead Lower School faculty meetings, fostering collaboration, reflection, and shared ownership of the program.
- Serve as a primary mentor and support for new faculty, promoting a culture of trust, growth, and collegiality.
Student Life and Community Relations
- Oversee student life within the Lower School, ensuring policies and practices are developmentally appropriate, compassionate, and consistent.
- Address student discipline, behavioral concerns, and complex academic or social-emotional situations with care, clarity, and sound judgment.
- Serve as the primary administrative point of contact for Lower School parents, maintaining open, transparent, and proactive communication.
- Lead and participate in parent meetings related to student progress, behavioral challenges, and sensitive school decisions.
- Support a strong sense of community among students, families, and faculty consistent with the school’s philosophy and values.
QUALITIES AND ATTRIBUTES
- A charismatic and thoughtful leader who brings presence, authenticity, and relational warmth to the Lower School community.
- Exceptional emotional intelligence and sound judgment, with the ability to navigate complex situations with care, discretion, and professionalism.
- Deep understanding of early childhood and elementary education, including the developmental, social-emotional, and academic needs of young learners.
- Proven ability to foster strong, trust-based partnerships with faculty, parents, and students.
- Eager to embrace the school’s collegial culture and avoid top-down approaches, while also maintaining accountability.
- Able to lead with humor, humility, and grace.
- Ready to be actively involved in the life of the school beyond administrative duties, including having a visible presence at student activities, performances, and events.
- Commitment to cultivating a safe, joyful, and intellectually vibrant learning environment where all children can thrive.
- Excited for time in the outdoors.
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Early Childhood Teacher – toddler and preschool
Location:
The Aspen Center for Child Development | Longmont, CO
Start Date: April 1, 2026
- Provides a warm, welcoming, nurturing, and responsive environment for children and their families.
- Collaborates with their co-teacher in planning and guiding an emergent, constructivist pedagogy.
- Collaborates with families to ensure open communication and involvement in their child’s development and care.
- Documents children’s learning and makes it visible in the classroom.
- Collects objective observations to use with the Teaching Strategies Gold software for authentic assessment of children’s learning.
- Facilitates parent teacher dialogues twice a year.
- Maintains appropriate records related to children.
- Attends program-specific meetings, making presentations when necessary and represents OUR Center/Aspen Center in the community with the highest of standards.
- Models best practices in early childhood education.
- Stays current on best practices in early childhood education and preschooler development, incorporating new research and methodologies into program planning.
- Mentors university and college students as they fulfill their fieldwork experience in classrooms
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