Job Opportunities

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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Senior Teacher – Pedagogical Leadership Pathway

Location:

Every Child Bay | El Cerrito, CA
 

Start Date: July 1, 2026

The Senior Teacher – Pathway to Pedagogista is an experienced early childhood educator who provides pedagogical leadership within the ECB classroom while contributing to the broader research and reflection of the school community.

This role supports the development of intentional inclusive environments, collaborative teaching practices, and pedagogical documentation. The Senior Teacher mentors colleagues and participates in collective inquiry into children’s learning processes.

The position is designed as a professional growth pathway toward the role of Pedagogista, contributing to pedagogical coordination and leadership.
 

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Director of Education (Pedagogy / Pedagogista)

Location:

Our Beginning School | Seattle, WA
 

Start Date: April 6, 2026

Key Responsibilities

Pedagogical Leadership

• Guide the ongoing development of the school’s Reggio Emilia–informed pedagogy
• Support teachers in observation, documentation, and reflection
• Encourage inquiry-based learning, project work, and the hundred languages of children
• Facilitate ongoing pedagogical dialogue among educators

Teacher Development

• Mentor teachers as co-researchers alongside children
• Provide classroom observation, coaching, and reflective feedback
• Foster a culture of collaboration, reflection, and professional growth

Family Partnership

• Build strong relationships with families through communication, dialogue, and school tours
• Support admissions and enrollment in partnership with the leadership team
• Help families understand and engage with the school’s philosophy and learning approach

School Leadership

• Collaborate with leadership on school operations and program development
• Ensure classrooms maintain nurturing, inclusive, and developmentally appropriate environments
• Translate educational vision into clear systems, documentation, and practices that support the teaching team

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Early Childhood Teacher

Location:

Green Acres School | North Bethesda, MD
 

Start Date: August 24, 2026

Summary Description:

Green Acres School is seeking a full-time early childhood teacher to join our dynamic staff community for the 2026–2027 school year. Our early childhood teachers provide an academic program that promotes the social, emotional, cognitive, and physical development of each child in the program.

The successful candidate will be an experienced teacher who understands the needs of young children. The candidate will join a developmentally based, experiential program that is cognitively challenging and responsive to individual children’s interests and needs. The ability to work as a collaborative team member is an essential skill for this position. Teachers work together to provide a comprehensive program of individual, small group, and full-class activities. Outdoor learning and free play are integral components of the program. Additionally, specialists collaborate with core teachers to integrate PE, science, creative movement, music, and art into the overall learning experience.

Responsibilities:

Teaching:

• Develop a positive relationship with each child
• Develop, plan, and implement developmentally appropriate program activities aligned with progressive practices
• Work with children in large and small groups or one-on-one during homecorner, choice time, and outdoor play
• Assess children’s development for progress reporting and monitoring
• Communicate with families about curriculum and individual children via weekly newsletters, as well as progress reports, family meetings, and conferences
• Participate in team meetings, staff meetings, and committees

Leadership:

• Models professionalism in the classroom and amongst colleagues
• Positively represents the GA community
• Models conflict resolution at all levels
• Models respect and responsibility

Additional Responsibilities (as appropriate):

• Committees
• School functions, such as: Admissions Open Houses, Plays and -Sporting Events; Back to School Information Night, etc.
• In-service attendance and teacher training
• Supervise during assigned duty times: i.e. before school, during lunch, recess, and after school

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Early Childhood Instructional Coach

Location:

Timberline Learning Center | Breckenridge, CO
 

Start Date: July 1, 2026

Position Purpose

The Early Childhood Instructional Coach serves as a pedagogical leader who partners with educators to deepen their practice and make children’s learning visible. Drawing inspiration from the Reggio Emilia approach, this role exists to cultivate reflective teaching communities, strengthen instructional excellence, and ensure that every child’s voice, ideas, and potential are honored through thoughtful, inquiry-based practices. The coach/pedagogista acts as a catalyst for professional growth, supporting educators working with children from birth through age six to continually refine their craft and embrace the joy and complexity of teaching young learners.

The Instructional Coach/Pedagogista serves as an essential member of the administrative team, working to strengthen our school as the premier early childhood provider for families by focusing on the quality of teaching and learning, communication and relationships, and helping to document and celebrate growth while making the learning process visible. They will support the growth and development of the school programs by educating current and prospective families about the Reggio Emilia approach and other education and parenting topics. They will work closely with the Executive Director to support school fundraising, professional learning, and other initiatives.

Key Responsibilities

Instructional Coaching & Professional Development

• Train and support teachers on learning assessment instruments and authentic assessment practices
• Onboard new employees with comprehensive orientation and check in regularly to provide meaningful and personalized support
• Support teacher growth and retention through ongoing mentorship, goal setting and reflection, feedback, recognition of strengths, and responsive professional development
• Provide ongoing support to teachers to improve their capacities for observing and listening to children, documenting projects, and conducting their own classroom-based research
• Create and maintain a library of resources for teachers, including books, articles, videos, and other professional materials
• Facilitate collaborative planning sessions focused on curriculum development, emergent curriculum design, and project-based learning
• Design and deliver professional development workshops on developmentally appropriate practices, child observation, and documentation strategies

Pedagogical Documentation & Learning Visibility

• Guide teachers in making children’s learning visible through documentation panels, learning stories, and portfolio development
• Model and support the use of various documentation tools, including photography, video, transcription, and visual displays
• Facilitate regular documentation review sessions where teachers analyze children’s work and plan responsive next steps
• Create systems for sharing children’s learning processes with families and the broader learning community

Curriculum Support & Environment Design

• Collaborate with teachers to design rich, engaging learning environments that serve as the “third teacher”
• Support the integration of materials, provocations, and experiences that invite investigation and creativity
• Guide teachers in balancing child-initiated exploration with intentional teaching moments
• Ensure alignment with early learning standards while maintaining a play-based, child-centered approach

Reflective Practice & Teacher Inquiry

• Cultivate a culture of reflective practice through individual conferences, team meetings, and study groups
• Facilitate teacher inquiry groups focused on pedagogical questions and classroom-based research
• Support teachers in developing their observational skills and ability to listen deeply to children
• Encourage critical thinking about educational practices, materials, and interactions

Family & Community Partnership

• Support educators and engage in active exchanges with families to build strong school-home connections
• Offer families opportunities to understand our educational philosophy through workshops, classes, and community events
• Help create systems for ongoing family communication about children’s learning and development
• Facilitate community events that showcase children’s work and the learning process
• Build connections between classroom learning and the broader community

Social Media & Community Outreach

• Use the school’s social media platforms to educate parents and the greater community about school programs, events, teachers, and the Reggio Emilia approach
• Showcase what project work and play-based inquiry looks like across early childhood classrooms through engaging posts, photos, and stories
• Make the community aware of our teachers and programs by highlighting classroom environments, materials, documentation, and the learning process
• Create content that celebrates teacher expertise and makes our pedagogical approach visible and accessible to families and prospective families

Collaboration with Administrative Team

• Serve as a trusted member of the administrative team, participating in strategic planning and decision-making
• Participate in the development of program policies and monitoring of program quality when appropriate
• Be familiar with and ensure compliance with all Colorado State childcare licensing regulations
• Work closely with the Executive Director to support school fundraising, professional learning initiatives, and other organizational priorities
• Attend all required meetings and trainings to maintain alignment with program goals and regulatory requirements
• Other duties as directed

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Educator, Program for Young Children, St. Anne’s School of Annapolis

Location:

St. Anne’s School of Annapolis | Annapolis, MD
 

Start Date: August 10, 2026

Our Program for Young Children serves Two Year Olds, Preschool (three year olds), and Prekindergarten (four year olds). Early literacy, mathematics, science, and social studies are designed to be learned in an interdisciplinary way that honors how young children naturally explore and make sense of their world. Social-emotional learning and development, along with the values of inclusion and diversity, are hallmarks of our school. This constructivist, Reggio Emilia-inspired educational environment enables students to forge their own learning paths.

We are accepting applicants for exceptional early childhood teachers with a sound understanding of best practices in teaching and child development, experience in Reggio-inspired programs and with two year olds in anticipation of openings for a lead teacher, assistant, or support staff. The ideal candidate for lead positions will have an early childhood degree (Bachelor’s or Master’s) and at least three years of teaching experience. Assistant candidates should have 90 hours of child development at a minimum, with priority given to those with early childhood degrees and/or experience in Reggio Emilia influenced settings. Commitment to students’ academic and social-emotional growth is essential. Working collaboratively with a teaching partner is critical for this position, as is an ability and willingness to build relationships with families.
 

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Lower School Home Corner Teacher (Pre-k – 4)

Location:

Green Acres School | North Bethesda, MD
 

Start Date: August 24, 2026

Summary Description:

Green Acres School’s lower school teachers provide an academic program that promotes the social, emotional, cognitive, and physical development of each child in the program. The teacher will demonstrate the ability to guide a student-centered classroom environment with positive learning experiences, differentiated curriculum to meet the needs of students, and foster intellectual curiosity and critical thinking skills. The teacher possesses the know-how to assess, develop, and extend children’s skills through a rich, engaging, developmentally appropriate hands-on program. The teacher also possesses an effective repertoire of classroom management skills. Our teachers work with students from a variety of backgrounds who possess a range of abilities and learning styles. Lower school teachers collaborate with others; therefore, this individual must be able to work effectively with colleagues and parents.

Responsibilities:

Teaching:

• Maintains a safe and respectful learning environment
• Responsible for differentiating effective and purposeful lesson plans to meet the needs of diverse learning styles
• Stays current with the GA program and practices
• Effective communication with parents
• Conferencing as needed with parents
• Maintain student documentation and write narrative based report cards two times a year

Leadership:

• Models professionalism in the classroom and amongst colleagues
• Positively represents the GA community
• Models conflict resolution at all levels
• Models respect and responsibility

Additional Responsibilities (as appropriate):

• Committees
• School functions, such as: Admissions Open Houses, Plays and -Sporting Events; Back to School Information Night, etc.
• In-service attendance and teacher training
• Supervise during assigned duty times: i.e. before school, during lunch, recess, and after school

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Program Development Specialist (Reggio Emilia Approach)

Location:

KMS/Open Mind a Project for The Development of Children | Katherine Michiels School | San Francisco, CA
 

Start Date: March 23, 2026

Program Development Specialist (Reggio Emilia Approach)
San Francisco | PreK–5th Grade

We are a small, progressive Elementary school in San Francisco seeking a Program Development Specialist with formal training and deep experience in the Reggio Emilia Approach.

This is a leadership role for a visionary educator who can design and steward inquiry-based, child-centered, and authentically driven curriculum while mentoring and guiding our teaching team. The ideal candidate will serve as both pedagogical leader and collaborative partner, working closely with faculty and founders to ensure our program remains aligned with Reggio principles in both philosophy and daily practice.

Focus on child-directed, open-ended experiential projects, natural materials, journaling/reflection, problem-solving, collaboration and acceptance of the unknown as the teaching motivation.

Key Responsibilities:

• Curate and evolve inquiry-based, emergent curriculum grounded in the Reggio Emilia philosophy and the CORE values of our school.
• Mentor and guide teachers in a collaborative, team-teaching model rooted in reflective practice
• Support staff in observing, documenting, and interpreting children’s learning processes
• Integrate the environment as the “third teacher” in meaningful and intentional ways, particularly empowering students and teachers to keep the organization of materials
• Cultivate a culture of documentation, reflection, and co-construction of knowledge
• Follow through on program needs and address the interpersonal dynamics and job performance of program staff
• Collaborate with founders on long-term program development and school vision

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Early Childhood Co-Teacher

Location:

Timberline Learning Center | Breckenridge, CO
 

Start Date: March 2, 2026

Join our Team at Timberline Learning Center! We’re hiring 3 Co-Teacher Positions (Toddler, Preschool, & Prekindergarten Classrooms)

The Opportunity:

We’re seeking caring, growth-minded educators to join our early childhood team as co-teachers. You’ll partner wth dedicated teammates to guide and support children’s growth and development in a welcoming, joyful environment.

What You’ll Do:

In partnership with a mentor teacher, the co-teacher builds community and encourages children to play, investigate, problem-solve, and construct new understandings. As a co-teacher, you will serve as a positive role model and guide for children, helping to create a safe and nurturing environment that fosters collaboration, cultivates wonder, and inspires playful learning and connection. You will prepare materials and the environment to build upon children’s interests, investigations, and developmental needs. This role offers the opportunity to grow as an educator while making a meaningful difference in the lives of young learners and their families.

Key Responsibilities include:

• Collaborate with Mentor Teacher to design engaging learning experiences
• Facilitate ongoing project work and child-led investigations
• Make children’s learning visible through journals and documentation displays
• Prepare materials and environments that respond to children’s interests and developmental needs
• Maintain aesthetically rich, organized, and safe learning spaces throughout the school
• Provide intentional, attuned supervision that honors each child’s unique journey
• Use positive, developmentally appropriate guidance strategies
• Model effective learning and behavioral approaches
• Engage in daily communication with the teaching team to share observations and ideas
• Build authentic, supportive partnerships with families
• Contribute positively to a respectful, inclusive workplace culture

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