Teacher at Loyola Marymount University Children’s Center
Location:
LOYOLA MARYMOUNT UNIVERSITY | Los Angeles, CA
Start Date: October 5, 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 indoors 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.
- Meeting the maintenance needs of the individual child (i.e. feeding, diaper-changing, hand-washing, nose-blowing).
- Planning and providing snack/nutrition in accordance with the school’s policy.
- Notifying the lead teacher or associate teacher of needed supplies.
- Communicating effectively and cooperating with other staff members.
- Attending 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 assisting in completing monthly status reports in a timely manner.
- Setting regular job-related goals and objectives, in cooperation and coordination with supervisors, to further personal and professional growth. Following through on self-initiated and assigned tasks.
- Being responsive to lead teachers (and teachers acting in their stead), taking and following through on requests and directions in a cooperative manner. Passing on information from parents to the lead teacher (e.g. medication, absences, general information), and referring parents to lead teacher as appropriate. Providing supportive assistance to new substitutes and volunteers, as well as other new staff.
- Being flexible to meet program needs, including assisting teachers and children in other groups as needed.
- Being able to respond quickly when a situation warrants immediate action.
- Performing other duties as assigned.
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Atelierista
Location:
SOLFL | Miami, Florida
Start Date: October 1, 2026
SOLFL is seeking an experienced and deeply creative Reggio Emilia Atelierista to work across our K-8 community.
Inspired by the Reggio Emilia philosophy and the concept of the Hundred Languages of Children, the Atelierista will help students explore ideas through drawing, painting, sculpture, clay, construction, photography, textiles, natural materials, digital media, light, sound, and other forms of expression. This is not a traditional art teacher position. The Atelierista is a researcher, collaborator, provocateur, designer, documentarian, and creative partner who works alongside students and educators to deepen inquiry. The role connects artistic processes with science, mathematics, humanities, ecology, entrepreneurship, architecture, storytelling, and the broader life of the school. The ideal candidate understands that the purpose of the atelier is not simply to produce beautiful objects – it is to make thinking visible.
KEY RESPONSIBILITIES
- Lead and cultivate the K-8 atelier as a dynamic laboratory for inquiry, experimentation, research, and creation.
- Work directly with students across K-8, adapting materials, provocations, techniques, and experiences to different
developmental stages.
- Collaborate closely with classroom educators and specialists to integrate atelier practices into interdisciplinary and project-based learning, including integration with ecology.
- Translate student questions and classroom investigations into opportunities for making, designing, constructing, illustrating, modeling, and experimenting.
- Introduce students to a wide range of expressive languages, including drawing, painting, clay, sculpture, printmaking, collage, textiles, photography, digital media, construction, light and shadow, natural materials, and mixed media.
- Create intentional provocations that encourage students to observe closely, ask questions, take creative risks, test ideas, and develop their own theories.
- Support students through the full creative process – from initial exploration and ideation to prototyping, revision, refinement, and presentation.
- Help students develop sophisticated relationships with tools and materials while emphasizing craftsmanship, care, independence, and responsible use.
- Collaborate on major SOLFL interdisciplinary projects, exhibitions, installations, performances, environments, and community experiences.
- Bring an atelier perspective to investigations in areas such as ecology, architecture, engineering, storytelling, entrepreneurship, science, mathematics, and the natural world.
- Use the physical environment intentionally as a teaching tool, helping create beautiful, thoughtful, evolving spaces that reflect student thinking and invite further inquiry.
- Curate student work throughout the campus in ways that honor both the creative process and the ideas behind the work.
- Maintain an organized, inspiring, material-rich atelier where students can independently access and responsibly engage with tools and resources.
- Source, organize, reuse, and creatively repurpose natural, recycled, found, and traditional artistic materials.
PEDAGOGICAL DOCUMENTATION
Documentation is an essential part of this role. The Atelierista will observe and document students’ processes through photographs, notes, student dialogue, sketches, prototypes, artifacts, and other forms of evidence.
- Make student thinking and learning visible through thoughtful pedagogical documentation.
- Capture not only finished products, but questions, mistakes, discoveries, revisions, conversations, and transformations that occur throughout the learning process.
- Collaborate with educators to analyze documentation and identify possibilities for extending student inquiry.
- Create documentation panels, exhibitions, installations, portfolios, and other forms of storytelling that communicate the depth of student learning to families and the wider community.
- Help develop a culture in which educators regularly observe, reflect upon, and respond to children’s thinking.
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Lead Infant & Toddler Educator
Location:
THE NATURE SCHOOL AT TEMPLE SHALOM | Dallas, TX
Start Date: September 21, 2026
The Nature School at Temple Shalom in Dallas is growing, and we are looking for an Infant & Young Toddler Educator to join our founding team.
We are a new, nature-based, Reggio-inspired early childhood program serving children from infancy through age five. As we build our school, we are looking for educators who want to do more than work in a classroom—we want people who are excited to help us continually think about, question, document, and shape what our school can become.
Our infant and young toddler program is deeply rooted in an image of even the youngest child as competent, curious, relational, and deserving of time. Our practice is influenced by Reggio Emilia alongside RIE/Educarer and nature-based approaches. You’ll see that reflected in:
- long, unhurried stretches of play and exploration
- beautiful, responsive environments that evolve alongside the children
- close observation and pedagogical documentation
- curriculum that emerges from children’s interests, relationships, and questions
- caregiving moments treated as meaningful parts of the child’s day
- abundant time outdoors and opportunities to encounter the natural world
- teachers working collaboratively as researchers, reflective practitioners, and co-learners
We don’t expect someone to arrive already knowing exactly how to do all of this. We do want someone who is curious—someone who notices, wonders, reflects, asks questions, and wants to keep growing alongside children and colleagues.
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Preschool Powered by Play Manager
Location:
PRESCHOOL POWERED BY PLAY | Tacoma, WA
Start Date: September 9, 2026
ABOUT GREENTRIKE
Greentrike is a dedicated nonprofit organization committed to advocating for and providing equitable access to playful, enriching experiences for children, youth, and families. Through innovative programs and initiatives, Greentrike fosters joyful learning and community engagement, emphasizing the vital role of play in childhood development. Greentrike programs include the Children’s Museum of Tacoma, Children’s Museum at JBLM, Play to Learn Pierce County, and Preschool Powered by Play.
POSITION SUMMARY
The Preschool Manager supports all aspects of Preschool Powered by Play, including development and implementation of curriculum and environment planning, evaluation, and administrative operations, including budgeting and expense monitoring. This role is responsible for creating high-quality, play-based and educational experiences for children ages 2–5, while engaging families in the value of play as a foundation for learning. The Preschool Manager embraces the Reggio Emilia approach, demonstrates creativity, and adapts readily to changing needs.
RESPONSIBILITIES
Leadership & Staff Management
- Manage all facets of Preschool Powered by Play staffing, including recruitment, onboarding, scheduling, supervision, and mentoring.
- Mentor and coach Preschool team, currently five members, and other Greentrike colleagues on principles of the Reggio Approach, play-based learning strategies, emergent curriculum, and documentation.
- Lead, organize, and participate in reflective professional development, including ongoing training aligned with Reggio Emilia principles and inclusive early childhood practices.
- Collaborate with the Greentrike team to provide excellent programs.
Budget & Fiscal Management
- Partner with Chief Learning Experiences Officer to develop the annual Preschool Powered by Play program budget.
- Approve and process purchases within budget guidelines; monitor expenditures against budget throughout the year.
- Flag variances and recommend adjustments to keep the program on track financially.
Curriculum & Pedagogy
- Model emergent curriculum and project-based approaches to early learning environments and programs, inspired by the Reggio Emilia approach.
- Implement and model guidance methods that respect each child’s individuality, including strategies that support neurodiverse children and children with varying developmental and sensory needs.
- Create indoor and outdoor open-ended learning experiences.
Program Delivery
- Facilitate daily Preschool Powered by Play classes inspired by the Reggio Emilia philosophy and in partnership with a co-teaching team.
Documentation & Assessment
- Model documentation techniques, templates, and processes that honor children’s learning experiences through text, photographs, and video.
- Implement observation and assessment tools.
Family Engagement, Communication, and Enrollment
- Promote family engagement and learning through ongoing communication channels, training, and family partnership meetings.
- Manage Preschool Powered by Play email account ensuring prompt and informational responses to all inquiries.
- Oversee the enrollment process, including communication with prospective families, collaboration on promotional materials, tours, family events, and maintaining organized records.
Strategic Growth & Partnerships
- Plan for program growth and service expansion in alignment with market research and strategic planning.
- Forge relationships with other programmatic partners.
General
- Ensure preschool operations comply with organizational policies and procedures, safety protocols, building expectations.
- Other related duties as assigned to support preschool operations and Greentrike’s organizational priorities.
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Assistant Director
Location:
Infant Toddler Children’s Center | Acton, MA
Start Date: September 1, 2026
ABOUT INFANT TODDLER CHILDREN’S CENTER
Founded in 1981 by a pediatric nurse and early childhood educator, ITC is a beloved nonprofit early education center in Acton, Massachusetts. Grounded in the belief that learning begins at the very start of life, the Center welcomes approximately 100 children each year from infancy through preschool, supported by nearly 30 educators on a 3.5-acre campus that feels both expansive and deeply familiar.
ITC creates an early learning environment marked by wonder, connection, creativity, and delight. Children are known and understood as individuals, teachers are valued as professional lifelong learners, families are welcomed as invested partners, and Board members champion the mission and the people who make it possible. Inspired by the schools of Reggio Emilia and guided by constructivist and emergent principles, the Center’s educational philosophy reflects a view of children as capable, curious, and full of ideas. Educators observe, listen, document, and develop responsive curriculum with children as their questions and interests unfold. Indoor and outdoor spaces function together as learning environments, with nature woven into daily discovery.
At ITC, children are not rushed through childhood. They are invited to live it fully through exploration, imagination, relationships, and play. The Center’s respect for individuality and continuous learning extends to its adult community. Educators bring varied backgrounds and perspectives but share a wholehearted dedication to ensuring that every child is seen, heard, and celebrated. For families, ITC offers more than care: it provides reassurance, belonging, and a first school community. When childhood is honored, everything that follows is strengthened.
A LEGACY OF LEARNING AND LEADERSHIP
Across four decades, ITC has earned a reputation for innovative, compassionate early childhood education that extends beyond the Center’s classroom walls through mentorship, professional exchange, and contributions to the broader conversation about the importance of early education. More than 2,000 children have begun their learning lives here, and families often remain connected long after their children graduate.
The Center’s legacy is rooted in place. Its home (the historic Hapgood Family Farmhouse) was once the residence of Clara Hapgood Nash (a teacher, poet, and the first woman in New England admitted to the bar) and her husband Frederick (a superintendent of schools and a founder of the West Acton Citizens’ Library).
A century later, ITC carries their spirit of learning and civic purpose forward for future generations. As it approaches its 45th anniversary, ITC is investing in renewal of its historic campus and deepening its commitment to its people and programs. The next Assistant Director will play a critical role in ensuring the Center remains a cherished resource for families and valued reference point for the field.
ABOUT THE POSITION
Reporting to Executive Director Barbara Carlson, the Assistant Director (AD) will join a four-person leadership team that also includes the Director of Development and the Director of Business and Operations. As Barbara’s principal partner in the educational life and day-to-day operations of the Center, the AD will help shape curriculum and program quality, advise and develop educators, and ensure that ITC’s operations remain aligned and true to its values.
This is a Center-wide role with meaningful authority and influence, and it calls for an engaging leader – someone who will bring creativity and flexibility, and who will advocate for every child. The position pairs broad responsibility with regular engagement in classrooms, where the Assistant Director will observe and reflect alongside educators, support them in deepening their practice, and help them respond thoughtfully to children’s varied developmental needs and classroom dynamics.
In partnership with Barbara and ITC’s teachers, the AD will advance the Center’s emergent, play-based, nature-rich, and Reggio-inspired approach, fostering a shared commitment to programmatic excellence. They will also be an accessible resource for families and a steady presence for teachers. Warmth, openness, and empathy will be essential, as will the confidence to communicate expectations with care, apply policies fairly, and make good decisions.
Alongside the pedagogical components of the role, the Assistant Director will provide senior leadership for the Center’s daily operations, translating ITC’s values and priorities into coordinated decisions and consistent practices across the Center. The Director of Business and Operations leads finance, HR administration, enrollment systems, facilities, and technology, while part-time administrative support helps protect the Assistant Director’s capacity to focus on people and programs. Because the portfolio spans both pedagogical and operational leadership, its precise emphasis will be shaped with the successful candidate, reflecting their strengths and ITC’s evolving priorities.
The successful candidate will be first and foremost a teacher who sees this role as extending their impact. They will approach leadership as a collective endeavor to create the conditions for children, educators, and the broader ITC community to learn and thrive together.
KEY RESPONSIBILITIES
Educational Leadership & Teacher Development
- Partner with the Executive Director and staff to shape ITC’s educational program and sustain its emergent, play-based, nature-rich, and Reggio-inspired approach through observation, documentation, and curriculum development.
- Strengthen program quality across infant, toddler, and preschool classrooms while recognizing educators’ experiences and individual talents.
- Guide and develop teachers through classroom observation, collaborative reflection, and growth-oriented conversations.
- Maintain a regular presence in classrooms and team meetings, gaining a rich understanding of each program’s children, educators, rhythms, and needs.
- Help educators interpret classroom dynamics and respond to a range of developmental needs with insight, empathy, and practical solutions.
- Identify learning priorities, shape professional development, and create pathways for accomplished teachers to grow as mentors and contributors.
- Attract, select, onboard, and retain dedicated educators who embrace ITC’s image of the child and commitment to continuous learning.
- Extend ITC’s contribution to the field by cultivating professional learning, modeling effective practice, and building connections with early childhood colleagues
Center Operations & Administration
- Collaborate with the Executive Director and leadership team to set priorities, translate decisions into action, and strengthen coordination across the Center.
- Exercise delegated authority for program and personnel matters when the Executive Director is unavailable.
- Provide accessible, day-to-day supervision for teachers, addressing attendance, communication, and team concerns in partnership with the Executive Director and Director of Business and Operations.
- Cultivate trusted relationships with families, lead the educational dimensions of orientation and tours, and help teachers navigate important conversations when needed.
- Oversee classroom placements and transitions with teachers and administrative colleagues, drawing on a nuanced understanding of children, group dynamics, developmental needs, and program capacity.
- Interpret and apply Massachusetts Department of Early Education and Care regulations and Center policies, including health and safety, illness and exclusion decisions, and licensing readiness.
- Coordinate staffing and coverage, including teacher call-outs, schedules, ratios, room assignments, and opening and closing plans, so classrooms remain well supported
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Atelierista
Location:
SOLFL | Miami, Florida
Start Date: August 17, 2026
About SOLFL
SOLFL (pronounced “sohl-fuhl”) is a bold new movement in conscious education. Standing for Student of Life, for Life, SOLFL is building a network of learning communities that integrate Torah wisdom, ecology, impact entrepreneurship, and the performing and visual arts into a deeply holistic K–12 experience.
SOLFL\’s flagship campus—SOLFL Tree of Life—is located in Miami, Florida. The school operates a Montessori- and Reggio Emilia–inspired, Torah-centered curriculum where living classrooms, farm-based learning, and nature immersion replace conventional walls.
The school is in an exciting growth phase—expanding enrollment, developing its campus, and building the operational infrastructure to support its ambitious educational vision. SOLFL’s mission is oneness: the fact or state of being unified or whole, though comprised of many parts.
About the Role
SOLFL is seeking an experienced and deeply creative Reggio Emilia Atelierista to work across our K–8 community.
Inspired by the Reggio Emilia philosophy and the concept of the Hundred Languages of Children, the Atelierista will help students explore ideas through drawing, painting, sculpture, clay, construction, photography, textiles, natural materials, digital media, light, sound, and other forms of expression.
This is not a traditional art teacher position.
The Atelierista is a researcher, collaborator, provocateur, designer, documentarian, and creative partner who works alongside students and educators to deepen inquiry. The role connects artistic processes with science, mathematics, humanities, ecology, entrepreneurship, architecture, storytelling, and the broader life of the school.
The ideal candidate understands that the purpose of the atelier is not simply to produce beautiful objects—it is to make thinking visible.
Key Responsibilities
- Lead and cultivate the K–8 atelier as a dynamic laboratory for inquiry, experimentation, research, and creation.
- Work directly with students across K–8, adapting materials, provocations, techniques, and experiences to different developmental stages.
- Collaborate closely with classroom educators and specialists to integrate atelier practices into interdisciplinary and project-based learning.
- Translate student questions and classroom investigations into opportunities for making, designing, constructing, illustrating, modeling, and experimenting.
- Introduce students to a wide range of expressive languages, including drawing, painting, clay, sculpture, printmaking, collage, textiles, photography, digital media, construction, light and shadow, natural materials, and mixed media.
- Create intentional provocations that encourage students to observe closely, ask questions, take creative risks, test ideas, and develop their own theories.
- Support students through the full creative process—from initial exploration and ideation to prototyping, revision, refinement, and presentation.
- Help students develop sophisticated relationships with tools and materials while emphasizing craftsmanship, care, independence, and responsible use.
- Collaborate on major SOLFL interdisciplinary projects, exhibitions, installations, performances, environments, and community experiences.
- Bring an atelier perspective to investigations in areas such as ecology, architecture, engineering, storytelling, entrepreneurship, science, mathematics, and the natural world.
- Use the physical environment intentionally as a teaching tool, helping create beautiful, thoughtful, evolving spaces that reflect student thinking and invite further inquiry.
- Curate student work throughout the campus in ways that honor both the creative process and the ideas behind the work.
- Maintain an organized, inspiring, material-rich atelier where students can independently access and responsibly engage with tools and resources.
- Source, organize, reuse, and creatively repurpose natural, recycled, found, and traditional artistic materials.
- Pedagogical Documentation
Documentation is an essential part of this role.
The Atelierista will observe and document students\’ processes through photographs, notes, student dialogue, sketches, prototypes, artifacts, and other forms of evidence.
The Atelierista will:
- Make student thinking and learning visible through thoughtful pedagogical documentation.
- Capture not only finished products, but questions, mistakes, discoveries, revisions, conversations, and transformations that occur throughout the learning process.
- Collaborate with educators to analyze documentation and identify possibilities for extending student inquiry.
- Create documentation panels, exhibitions, installations, portfolios, and other forms of storytelling that communicate the depth of student learning to families and the wider community.
- Help develop a culture in which educators regularly observe, reflect upon, and respond to children\’s thinking.
- The Atelierista as Collaborator
At SOLFL, the Atelierista does not operate separately from the academic program.
The Atelierista will regularly collaborate with K–8 educators to ask:
- What are students investigating?
- What questions are emerging?
- How might materials help students think differently?
- How can students represent an idea they cannot yet express through words?
- What can we build, test, observe, dismantle, redesign, or create?
The Atelierista will participate in planning conversations with educators and help shape interdisciplinary learning experiences from their earliest stages.
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Assistant Director
Location:
Timberline Learning Center | 170 Valleybrook St. | Breckenridge, CO 80424
Start Date: September 1, 2026
Position Purpose
The Assistant Director (AD) is a vital connector for Timberline Learning Center, building the operational and relational infrastructure that lets teachers focus on children and helps families feel welcome, from first contact through prekindergarten graduation. As a strategic partner to the Executive Director and Instructional Coach, the AD manages the school’s enrollment, compliance, communications, and resources, and oversees facilities so the physical environment supports learning as the “third teacher.”
In close partnership with the Executive Director, the AD helps strengthen school culture, grow family and volunteer engagement, support fundraising and new program development, and ensure a positive experience for staff, children, and families.
Leadership Partnership
- Serves as a key member of the administrative team. Advances the school mission and models TLC’s essential expectations
- Collaborates effectively with internal and external community members; bilingual skills valued
- Supports the Executive Director with grant writing, fundraising initiatives, and digital promotion
Financial Management & Purchasing
- Process tuition payments, manage parent billing, and administer tuition assistance programs
- Track CCAP and Summit Pre-K (SPK) subsidy documentation
- Create monthly snack menus within budget. Order snack and coordinate support staff preparation and delivery
Enrollment & Family Engagement
- Manage the admissions process: tours, waitlist, enrollment packets, and new family onboarding
- Communicate with prospective families and maintain accurate records and contact lists, and schedule admissions meetings
- Collaborate with Instructional Coach to plan program move-ups and prepare families and teachers for transitions
- Build trusting relationships with families and represent TLC’s philosophy to prospective families and the community
- Recruit and coordinate volunteers for projects and donations. Track volunteer hours, receipts and fees
Licensing, Health & Safety Compliance
- Maintain student files in compliance with licensing requirements, including CIIS immunization records; identify and follow up on deficits with families
- Prepare for and support childcare licensing inspections
- Administer medication per regulations, track illness, and liaise with admin. Team, school nurse and public health on health matters and communications
- Oversee health screenings, medication logs, injury reports, fire drills, and disaster preparedness
- Coordinate emergency and fire drills, maintain drill logs, organize first aid and emergency supplies
Office & Facilities Management
- Ensure professional communication by greeting guests and visitors upon entry and exit, answering phones, taking and distributing messages, and creating a welcoming and supportive space
- Maintain a safe, clean, and organized school environment, including common areas, storage, building and playgrounds
- Manage front desk operations, facility upkeep, and ordering of classroom/office, art, and janitorial supplies
Scheduling & Staff Support
- Manage substitute teacher recruitment, scheduling, and coordination
- Develop and maintain staffing schedules
- Partner with Instructional Coach on staff scheduling tied to coaching, training, and documentation time
- Support mentor teachers with classroom administrative tasks, coverage, and restocking of supplies
Administrative Projects
- Maintain important lists: classroom contacts, rosters, staff phone/email, attendance records
- Coordinate details for staff and board meetings and professional learning days (schedule, set up/break down, order food, beverages, and paper goods). Prepare meeting space and materials
- Deposit checks, monitor P.O. box, and run school errands as needed for snack and school supplies
- Support the development of new programs and school projects
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