Preschool Co-Teacher
Location:
Preschool of the Arts | Madison Wisconsin
Start Date: November 2, 2026
Classroom Management
- Establish and maintain a safe, clean and enriching classroom environment. Develop logical and consistent routines for the classroom. Help children understand and carry out the expectations of the classroom and the school. Actively supervise children, including while outdoors on playgrounds.
- Collaborate with the teaching team including establishing a consistent schedule, dividing classroom responsibilities, and planning curriculum. Coordinate with Art Specialists, Music Specialists and Pedagogical Specialists.
- Maintain written guidelines for Afternoon Teachers and Substitutes working in the classroom, including classroom routines and expectations.
- Consult with the Executive Director and Behavioral Support Specialist in cases of child behavior, family concerns, or other needs. Implement behavior interventions as needed and determined by the Executive Director and Behavioral Support Specialist.
- Know and accommodate the individual health needs and allergies -of the children in the classroom.
Curriculum
- Develop curriculum around the needs and interests of the children, following the Reggio Emilia-inspired values and practices of PSA. This may include daily provocations, short and long term projects, documentation and more.
- Reflect regularly with the teaching team. Use written plans and documentation to study the children’s thinking and determine how to best facilitate learning consistent with the culture, philosophy and values of PSA.
Family Relations
- Establish respectful and welcoming relationships with parents and caregivers. Communicate with families as needed about their child’s day.
- Provide written feedback to families on a daily or weekly basis. Regular documentation of learning (photos, artwork, dialogue, etc) should be sent to families at least twice per month.
- Participate in three conferences with each family throughout the year: (1) Discuss social-emotional development, introduce goals and become better acquainted with parents and caregivers. (2&3) Use the developmental portfolio framework, discuss child’s progress and address any possible concerns, if not done already. Additional conferences and/or family meetings may be required.
- Document children’s growth, and conduct authentic assessment using PSA’s developmental portfolio framework.
- Plan and lead two classroom community events per school year: One Back To School Night in September, outlining the expectations and philosophy of the classroom and program; one Reggio Night, which is an opportunity for families to come together as a community and contribute to the classroom work.
School Expectations
- Use appropriate interpersonal, communication and organizational skills. Work effectively as a team member. Demonstrate respect towards other staff and the ability to foster an environment of mutual trust and collaboration with all staff. Provide guidance to new staff members.
- Respect the dignity, worth, and uniqueness of each individual in the community (children, families and colleagues). Respect the privacy of students, families, and colleagues by maintaining confidentiality.
- Attend designated meetings such as reflective practice, staff meetings and Study Groups.
- Keep up with daily school and family communication (email and Procare). Work with computer programs such as Google Suite, Procare and others as needed.
- Dress appropriately, including to go outside.
- Uphold licensing and accreditation standards. Participate in biennial accreditation process. Follow school guidelines.
- Learn about, understand, and implement a Reggio Emilia inspired curriculum. Learn about, understand, and implement an anti-bias curriculum.
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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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