Careers

Director of Communications Incarnate Word Academy

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: President Sharon Gerken
Phone: 3147255850
Email: sgerken@iwacademy.org

Director of Communications

POSITION SUMMARY:
The Director of Communications works with school leaders to create and implement a strategic communications and marketing plan for Incarnate Word Academy utilizing multiple platforms to engage a variety of audiences. The Director of Communications establishes and maintains strong professional relationships within a wide network, including administrative leadership, school committees, media contacts, and various constituents to best promote a consistent message that positively reflects the mission of the school. The Director of Communications oversees management of the school’s website, digital and social media platforms, printed publications, and a consistent graphic identity.

For specific responsibilities and qualifications, please visit iwacademy.org/EmploymentOp

Resume and cover letter should be emailed to President Sharon Gerken at sgerken@iwacademy.org by December 18, 2023.

Registrar/Educational Technology Specialist Villa Duchesne

Education: 4 Year Degree
Job Type: Full Time
Position Level: Entry Level
Contact: Lexy Perdomo
Phone: 3148103564
Email: lperdomo@villa1929.org

apply online

Villa Duchesne is seeking a 12-month, full-time Registrar/Educational Technology Specialist for our Upper School for the remainder of the 2023-2024 school year and beyond. Come join our team at Villa Duchesne! People love to work at Villa because of our engaged and serious students, small class sizes, free buffet lunch for employees, on-site employee childcare, and tuition remission at Villa and consortium schools. (See full listing of benefits here.)

The Registrar is responsible for scheduling course sections for all Upper School students (grades 7 – 12) and is the custodian of all student records. As the Educational Technology Specialist, this position creates, orchestrates, and oversees educational technology initiatives throughout the school, including oversight of the library. This position requires a conferred bachelor degree within education or similar.

All faculty and staff of Villa Duchesne must commit to educating by the values articulated in the Goals and Criteria for Sacred Heart Schools in the United States-Canada. Our Villa Duchesne Sacred Heart Educators inspire our students everyday with learning and community opportunities.

Villa Duchesne Sacred Heart Educators:

Embody the attitudes of Christ’s heart: gratitude, generosity, compassion, and forgiveness. Educating is our vocation, and the ability to lead students to encounter Christ enables us to foster more loving relationships.
Believe in every student. We are invested in caring for the spiritual, intellectual, physical, and social-emotional well-being of each child.
Are experts in their subjects. We exhibit professional excellence and innovation in teaching. Through passion for our craft, we instill a love of learning within each child. We maintain high standards of research-based training and are committed to extensive professional development.
Foster trusting relationships to create a safe environment where learning and empathy are possible. Our trusting relationships with students enable them to discover new abilities, cultivate strengths, learn from mistakes, and develop and exercise resilience in meeting challenges.
Immerse students in global perspectives, compassionate action, and courageous hope. By inspiring curiosity and encouraging critical consciousness within our students, our students can realize their full potential as agents of transformation.

Visual Art and Design Maternity Leave Teacher The Principia School

Education: 4 Year Degree
Job Type: Temp/Contract
Position Level: Experienced
Contact: Jil Dannull
Phone: 314-514-3148
Email: jil.dannull@principia.edu

apply online

Title: Visual Art and Design Maternity Leave Teacher

Department/Location: Upper School Faculty, Visual Arts Department, St. Louis, MO

Position Type: Temporary part time, for up to 7 weeks

Summary

For up to 7 weeks, beginning January 2nd, Principia is looking for an experienced upper school visual art and design teacher to cover a maternity leave. In this role, you will stretch students academically and creatively through a range of visual art and digital media classes. You’ll be supporting students in developing and refining their analytical, critical, and creative thinking and expression.

Who We Are

At our award-winning pre-K–12 school in St. Louis, Missouri, and top-ranked Principia College in Elsah, Illinois, Principia faculty and staff make up a close-knit community of educators, coaches, and professionals taking a distinct approach to education—blending academic excellence with Christian Science-based character education. Principia’s team of over 500 employees supports not only Principia School and Principia College, but also a worldwide network of Alumni & Friends.

At Principia School, our core value is LOVE. Love and its attributes underpin our foundational beliefs as well as our educational approach. We focus on developing the whole child—intellectually, physically, mentally, socially, and spiritually, preparing students for the next steps in life. We foster a challenging yet supportive environment where character unfolds naturally, and talent is cultivated through boundless opportunities. Character education plays an essential role in every aspect of the student experience, and classroom work is augmented by character trips, leadership development, and real-world, hands-on, project-based learning.

Principia employees are part of an engaging academic community preparing students to be tomorrow’s leaders, thinkers, and changemakers. We strive to create a collaborative and inclusive environment where everyone feels they belong and are valued.

Primary Responsibilities

Subject-Related Expectations:

Emphasizes creative problem solving and design principles through projects in a range of media
Designs learning opportunities that mirror professional experiences in the fields of fine art, graphic design, and digital media
Coordinates instructional methods with other visual art and media faculty, where appropriate
Fosters learning environment which values diversity, equity, and inclusion
- Encourages a learning experience which provides students with the opportunity to achieve their individual potential
- Handles paperwork and administrative details as needed including record keeping, emails, and accounting
- Develops interdisciplinary connections when planning lessons and willingly collaborates with faculty across the school
- Maintains a clean, safe, and productive studio environment including care for studio equipment
- Assist with software proficiency: Adobe Creative Cloud (Photoshop, Illustrator, InDesign), Canva, Figma, and other industry-related relevant tools. Teach students how to use these programs effectively.

Work-Related Expectations:

Establishes and maintains effective relationships with students, faculty, staff, and community
Establishes and maintains a classroom culture focused on student engagement and maintaining high standards of student behavior to create an environment of respect and rapport.
Learns and implements strategies to develop 21st Century skills in students; places intentional emphasis on student engagement and transfer of learning
Evaluates students’ academic and social growth, keeps appropriate records, prepares progress reports
- Handles discipline situations in an effective manner that supports character growth
- Uses the Understanding by Design framework to develop and revise lesson plans and instructional materials
  - Provides differentiated instruction to adapt the curriculum to the needs of each student
  - Attends weekly school-led professional development sessions and regular field-specific professional development workshops and conferences

Core Competencies

Positivity: Optimistic, positive, and focused on elevating and bringing out the very best in themselves and others. Faculty and staff are invited to understand teammates’ strengths and how they can complement each other.

Team players: Ability to collaborate and partner with peers and senior leaders is critical, with an ability to listen, give and receive feedback, and be comfortable exchanging ideas and speaking candidly in a professional and collegial manner
Strategic thinkers: Ability to consider complex topics from multiple perspectives and offer innovative solutions.
Innovative: Presents a problem-solving mindset that helps our team come up with creative solutions to challenging issues, with a mentality of self-improvement and organizational excellence; meets challenges with resourcefulness; generates suggestions for improving work; develops innovative approaches and ideas

Minimum Qualifications

Student of Christian Science; if not, then values-aligned
Supportive of Principia’s mission, vision, and values as articulated here https://www.principia.edu/about/mission
Bachelor’s degree; Master’s degree preferred (in Education, Art, Design or related field)
Teaching certificate preferred
- Documented teaching experience with high school students; proven ability to motivate students to excellence
- Advanced knowledge of the Adobe Creative Suite; expertise with InDesign, Photoshop, Illustrator. Knowledge of video editing software, iMovie and Final Cut Pro, also preferred.
- Command of a range of artistic media, allowing for flexible use of tools and materials
  - Portfolio of professional and student work
  - Background knowledge in visual literacy, multimedia, and traditional media
  - Facilitates critiques, discussions, peer-to-peer feedback, and student presentations with an emphasis on critical thinking and effective communication

The statements above describe the general nature and level of work but are not a complete list of responsibilities and are subject to change at the discretion of Principia.

Equal Opportunity

Principia, a mission-driven institution, believes every person has the right to an equitable and respectful educational environment and workplace. Principia does not discriminate on the basis of race, color, national origin, ethnicity, gender (identity or expression), sexual orientation, family status, disability, age, or military or veteran status.

In hiring, admissions, and related decisions, Principia—as an institution with a religious mission—gives preference, where appropriate, to Christian Scientists.

Middle School Director Whitfield School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Chris Cunningham, Ph.D.
Email: chris.cunningham@whitfieldschool.org

apply online

Whitfield School seeks an inspirational, innovative educator to lead its middle school, starting July 1, 2024.

The director of the middle school is a full-time, 12-month position responsible for leading the division and its day-to-day operations, and for ensuring the quality of the social, cultural, and academic experience of students in the 6th through 8th grades. The director of the middle school reports to the assistant head of school; partners with the director of the upper school and other members of the academic leadership team; serves on the administrative team; and leads the middle school grade level coordinators, collaborating with them to foster a positive and inclusive middle school culture and mission-driven experience for students and faculty.

Responsibilities include:

Leadership and Administration

Provide visionary leadership for the middle school faculty, fostering a culture of professionalism, creativity, and excellence in alignment with the school’s mission and vision.
Supervise and support the middle school faculty, conducting annual evaluations and providing coaching and other forms of support, as needed.
Provide research-based guidance to teachers in matters of pedagogy, assessment, and curriculum development.
Collaborate with the director of the upper school and the director of teaching and learning to establish programs and processes for the professional development of middle school and cross-over teachers.
Ensure that middle school teachers are familiar with and adhere to school policies, practices, and procedures.
In collaboration with the academic team, make recommendations to the head of school regarding the hiring, retention, and assignment of faculty.
Lead the hiring process for middle school faculty.
Be a visible presence in the life of the school.
Perform other duties as assigned by the Head of School.
In collaboration with the director of the upper school, supervise and support the assistant to the division directors.

Academics and Advisory

In collaboration with the academic team, oversee the on-going development and implementation of a robust, student-centered middle school curriculum that is aligned with research-based best practices.
Serve as the academic leader for the middle school, working with the director of teaching and learning to promote a culture of professional growth and to create extraordinary learning experiences for all students.
Work with the director of teaching and learning to review and set goals for the middle school academic program.
Collaborate with and support the director of teaching and learning as they work with the department chairs to set departmental goals, review and revise curricula, create student-centered learning experiences, and evaluate and improve student assessment practices.
Collaborate with and support the director of health and wellness and grade level coordinators in planning advisory activities.

Work collaboratively with the other members of the academic leadership team to ensure a seamless and integrated educational experience across all grade levels.

Student Life and Parent Relations

Create and sustain a positive and inclusive school culture that supports the academic and social-emotional needs of middle school students.
Cultivate strong partnerships with parents and guardians, providing counsel and support for student success, and working to resolve concerns as they arise.
Communicate transparently about middle school initiatives, student progress, and school events.
Communicate expectations and community norms for student conduct, enforcing policies, and overseeing the middle school disciplinary process.
Collaborate with the director of teaching and learning and the director of health and wellness to create educational programs for parents and guardians.
Ensure the accuracy of student academic and attendance records.

Teams and Collaborations

Serve as a member of the school’s administrative team.
Serve as a member of the academic leadership team.
Assist in the admission process, including interviewing and evaluating candidates, and serving on the admissions committee for the middle school.
Partner with the director of equity and inclusion to promote the School’s commitment to diversity, equity, and inclusion in all aspects of middle school life, including hiring and retention, the academic program, school culture, and student discipline.
Assist in developing the annual school calendar and keeping the entire school community informed of school programs and activities.
Assist in the annual process of selecting and conferring student and adult awards.
Collaborate with the assistant head of school and other members of the administrative team in maintaining and updating, as needed, the Employee Handbook and the Student Handbook.

Qualities and alignment to Whitfield’s mission, vision, and values:

The ideal candidate for this position possesses a deep understanding of and belief in the power of independent school education. They have a broad background in educational best practices and a clear-eyed and empathetic understanding of adolescents. They will have demonstrated the ability to lead with strength and grace while also setting high standards and expectations for excellence. They demonstrate a commitment to diversity, equity, and inclusion and a passion for helping young people discover and become their best selves. The ideal candidate is optimistic, reflective, enterprising, creative, and solutions-oriented.

In addition, the strongest candidates will possess or demonstrate the following:

Characteristics, competencies, and dispositions:

Integrity, sound judgment, the ability to maintain confidentiality, and an ability to balance multiple perspectives.
A deep understanding, appreciation, and affection for middle school students.
High emotional intelligence, strong cultural competence, and a demonstrated belief in the value of a diverse and multicultural community.
Inspiring leadership, with the ability to model curiosity, positivity, and humility; and to build consensus and bring people together.
Superior organizational skills, with exceptional attention to detail.
Resilience, flexibility, energy, and enthusiasm to work simultaneously on multiple projects and manage competing priorities.
Proficiency and comfort with academic technology.

Qualifications and experience:

Bachelor’s degree required; Master’s degree preferred.
Minimum five years as a classroom teacher, middle school experience preferred.
A minimum of two years’ experience as an administrative leader, preferably in independent schools.
Strong understanding of best practices in student-centered pedagogy, assessment, and curriculum design, including a solid understanding of the developmental and curricular needs of middle school students.
Demonstrated success setting expectations for professionalism, accountability, and collegiality.
Exceptional written and oral communication skills.

Interested candidates should submit the Whitfield Application for Employment form (click here), which includes submitting two PDF files through the application:

Cover letter outlining your interest in the position
Resume detailing experiences and qualifications

Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. Whitfield School is an equal opportunity employer and we encourage all candidates to apply.

Director of Finance Churchill Center & School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact

Churchill Center and School is an independent school located in suburban St. Louis, Missouri, for students in grades 2 through 8 with dyslexia, ADHD, and other learning disabilities. Churchill’s mission is to give high potential children with learning disabilities the finest, individualized, remedial education and the support they need to achieve success and return to a traditional classroom... And to foster greater understanding and support for all people with learning disabilities by training other educators, supporting our families and enlightening the community.

Churchill is seeking an exemplary and ethical individual to serve as its Director of Finance. This position reports directly to the Head of School and works closely with the Board of Trustees. The projected start date is January 2024. This is a twelve-month, full-time, exempt, on-site position.

DUTIES AND RESPONSIBILITIES

The Director of Finance oversees all business functions, including: accounting and reporting, investment management, payroll and human resources, financial aid, facilities management, and risk management. This person develops and oversees financial policies, procedures, and internal controls to safeguard assets, protects confidential information, and ensures accurate financial reporting.

Accounting and Reporting

Direct and advise on all accounting activities.
Compile and present monthly and annual financial reports to school leadership and the Board of Trustees.
Build and maintain the annual budget and multi-year forecasting/planning to align with the school's mission.
Monitor accounts receivable to ensure proper billing, payment, and accounting of amounts due to the school.
Review accounts payable for coding accuracy and proper payment terms, and regularly process payments to vendors.
Ensure compliance with GAAP on all accounting practices, and work with external auditors to accurately complete the annual audited financial statements and 990 return.
Collaborate effectively with the Development, Outreach, and Admissions departments to ensure accuracy and proper reporting.
Report data to NAIS annually and share data with other accreditation bodies as needed.

Investment Management

Serve as the liaison between the investment management company and the Finance Committee of the Board of Trustees.
Reconcile and monitor the performance of the investment account(s), ensuring that the investment company complies with the Board’s Investment Policy Statement.
Calculate amounts that can be drawn from the endowment funds for scholarships, Outreach, and general purposes.
Request proposals from other investment companies as indicated in the school’s Bylaws.

Payroll and Human Resources

Administer and manage all employee benefit programs, including health insurance, retirement, workers compensation, life insurance, and other related plans.
Assist employees in their understanding of the benefits.
Ensure that human resources policies and practices are clearly articulated, consistently applied, and conform to legal requirements.
Serve as the school’s representative on the insurance consortium Board of Trustees, and work with consultants to provide medical, dental and vision insurance.
Lead and direct the annual 403(b) plan audit and 5500 return.
Benchmark salaries and benefits with those of other schools to ensure they remain competitive and to help retain talented faculty and staff.
Create and maintain faculty and staff employment agreements.
Review and revise the employee handbook annually, and communicate changes to employees.
Manage worker’s compensation policy, obtain timely information from injured employees, and process claims with insurance company.

Financial Aid

Collaborate with other members of the Financial Aid Committee to ensure aid is going to those applicants who demonstrate need.
Review financial aid applications and ensure accuracy by communicating with applicants, reviewing applicant income tax returns, and analyzing and correcting data entered in the financial aid system.
Calculate amount of financial aid and scholarships to be awarded each year.
Ensure proper documentation and application of aid awards.

Facilities Management

Oversee the maintenance of the building and grounds, including supervision of the facilities department.
Collaborate with the Facilities Manager and Technology Coordinator to obtain bids for capital projects and technology.
Maintain vendor contract files, and enforce contracts as required.

Risk Management

Ensure that the school complies with all federal, state, and local laws and regulations.
Manage the school’s liability and insurance policies, and work with the school’s insurance company to ensure sufficient coverage in all areas of the school.
Safeguard the school’s assets and confidential information through oversight and by updating policies and procedures governing these areas.

Other

Supervise the Office Manager and Supervisor of Student Health and Records.
Participate in the development of school strategy, providing recommendations, financial analysis, projections, and other data to inform the process.
Collaborate with and assist the Head of School and the Board of Trustees in meeting fiduciary responsibilities.
Remain current with business management trends and cultivate professional standards and development by participating in educational opportunities, reading professional publications, maintaining personal networks, and participating in local, regional, and national professional organizations.

EDUCATION AND EXPERIENCE

Certified Public Accountant with not-for-profit accounting or independent school experience preferred.
Minimum of five years of experience in auditing.
Minimum of two years of experience supervising other individuals.
Advanced skills in Microsoft Office Suite products, web applications, and database management software, as well as the ability to confidently learn new technologies.
Strong leadership and management skills.
Highest degree of integrity and ethics, including commitment to confidentiality and professionalism.
Demonstrated ability to work independently yet effectively with others.
Attention to detail, with excellent time-management and analytical skills.
Ability to simultaneously manage a wide variety of issues, situations and people.
Excellent written and verbal communication skills.
Ability to work collaboratively with coworkers, trustees, and parents.

Resumés and letters of interest can be emailed to resume@churchillstl.org or mailed to Churchill Center and School, 1021 Municipal Center Drive, Town & Country, MO 63131.

No telephone inquiries please. Churchill Center and School is an equal opportunity employer.

Middle or High School English Teacher Whitfield School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Sara Ringe
Email: sara.ringe@whitfieldschool.org

apply online

Whitfield School, an innovative educational institution for students in grades 6-12, announces an opening for a middle or high school English teacher. We are seeking individuals who actively engage with—and learn from—colleagues on a daily basis, thrive on the opportunity to co-create an equitable and inclusive environment for a diverse student body, and apply research-based best practices in their classrooms day in and day out. This position will begin in August 2024.

Whitfield’s English Department fosters character, curiosity, and passion in collaborative, discussion-based classrooms. Students develop an appreciation of the power and beauty of the English language by exploring literature, writing in a broad selection of modes with different purposes, and engaging with a variety of audiences. The mission of the English department is to provide students with the tools they need to become skilled, effective, and enthusiastic readers, writers, and communicators.

Typical responsibilities include the following:

Teach five sections of middle or high school English. Specific courses could involve sixth through ninth grade and will be determined based on experience and expertise of candidates.
Serve as an advisor to approximately 12 middle school or high school students
Meet with students during “Academic Lab” time to provide additional support, individualized feedback, and opportunities for extension
Work with departmental peers to collaborate on curricular design and project-based learning experiences
Collaborate with grade level team to foster a community of kindness, trust, and belonging
Work professionally and cooperatively within the department, the School, and the broader Whitfield community

In addition to demonstrating a passion for this work, the ideal candidate will have the following qualifications:

Bachelor’s or Masters’ degree in Language Arts Education, Middle School Humanities, English, or related degree
Two to three years of experience helping sixth through ninth grade students build essential skills as readers and writers and interact with multiple genres of young adult literature
Background in and commitment to supporting the cognitive and social-emotional growth of adolescence
Background in and commitment to culturally responsive teaching
Experience designing and facilitating collaborative, student-centered experiences in and around the classroom
Strong interpersonal, organizational, and communication (oral and written) abilities
Demonstrated ability to collaborate with colleagues
A strong desire to participate in the whole life of the school
Proficient computer skills, including familiarity with Google suite and Microsoft Office suite.

Interested candidates should submit the Whitfield Application for Employment form (click here) which includes submitting two PDF files through the application:

A cover letter outlining their experience and interest in the position
Resume detailing experiences and qualifications

Questions about the position can be directed to Upper School Director Sara Ringe, sara.ringe@whitfieldschool.org.

Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. Whitfield School is an equal opportunity employer and we encourage all candidates to apply.

Middle School Science Teacher Whitfield School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Matt DiGiulio
Email: matt.digiulio@whitfieldschool.org

apply online

Whitfield School, an innovative educational institution for students in grades 6-12, announces an opening for a middle school science teacher. We are seeking individuals who actively engage with—and learn from—colleagues on a daily basis, thrive on the opportunity to co-create an equitable and inclusive environment for a diverse student body, and apply research-based best practices in their classrooms day in and day out. This position will begin in August 2024.

The Whitfield School Science Department develops the scientific literacy of all students by focusing on laboratory experiences, skills development, project-based learning, and authentic problem-solving.

Typical responsibilities include the following:

Teach five sections of middle school science, in earth science or physical science. Specific courses to be determined based on experience and expertise of candidates. Additional background in sustainability, engineering, or computer science is a plus.

Serve as an advisor to approximately 12 middle school students

Meet with students during “Academic Lab” time to provide additional support, individualized feedback, and opportunities for extension

Work with departmental peers to collaborate on curricular design, project-based learning experiences, and experiential education
Collaborate with grade level team to foster a community of kindness, trust, and belonging
Work professionally and cooperatively within the department, the School, and the broader Whitfield community

In addition to demonstrating a passion for this work, ideal candidates will have the following qualifications:

Bachelor’s or Master’s degree in Science Education, Physics, Chemistry, Environmental Science, Engineering, or related field

Two to three years of experience helping middle school students build essential skills as experiential learners, problem solvers, and young scientists
Background in and commitment to supporting the cognitive and social-emotional growth of adolescence
Background in and commitment to culturally responsive teaching
Experience designing and facilitating collaborative, student-centered experiences in and around the classroom
Strong interpersonal, organizational, and communication (oral and written) abilities
Demonstrated ability to collaborate with colleagues
A strong desire to participate in the whole life of the school
Proficient computer skills, including familiarity with Google suite and Microsoft Office suite.

Interested candidates should submit the Whitfield Application for Employment form (click here) which includes submitting two PDF files through the application:

Cover letter as introduction to search committee
Resume detailing experiences and qualifications

Questions about the position can be directed to the Middle School Director Matt DiGiulio, matt.digiulio@whitfieldschool.org.

Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. Whitfield School is an equal opportunity employer and we encourage all candidates to apply.

Director of Academic Support John Burroughs School

Education: Masters
Job Type: Full Time
Position Level: Experienced
Contact

Director of Academic Support

Full-Time, 10.5-month position

Start Date: July 1, 2024

About John Burroughs School

Founded in 1923, John Burroughs School is an independent, coeducational, college preparatory day school for grades 7-12 located on a 50-acre campus in St. Louis, Missouri. Burroughs currently has 660 students, 48 percent of whom identify as students of color. Twenty-five percent of the student body receives tuition aid.

Burroughs strives to instill the joy of living through active learning, integrity, and service to others. We seek to cultivate an inclusive community that nurtures authentic learners who lead and inspire meaningful lives. Faculty, parents/guardians, and students share a commitment to a liberal arts education that strikes a balance among academics, arts, athletics, and activities. We believe that the many dimensions of diversity, equity, and inclusivity are essential to excellence in education, and they are woven into the fabric of the Burroughs experience.

The mission of the Academic Support Department is to support students with diagnosed learning differences and/or other barriers to learning, including physical disabilities and/or psychological diagnoses. While some students might require only short-term interventions, others might require more long-term support. In every case, the department’s goal is to develop each student’s ability to self-advocate and to move them toward academic independence. The department also works with the faculty at large to increase their awareness of and ability to teach students with different learning styles and needs.

For more information, see:

- About Burroughs: https://jburroughs.org/about-jbs

- Burroughs Academic Support website: https://www.jburroughs.org/academics/academic-support

- Diversity, Equity, Inclusivity & Engagement: https://www.jburroughs.org/about-jbs/diversityequityandinclusivity

- Working at Burroughs: https://www.jburroughs.org/about-jbs/working-at-jbs

Opportunity Description

The director of academic support is the primary point of contact for students with learning profiles in grades 7 – 12. The chair collaborates with several constituencies – students, faculty, parents/guardians, outside evaluators, and standardized testing organizations – to ensure that students’ learning needs are accommodated and supported. The director works with faculty to develop methods to support students within the classroom, serves as a resource for teachers and parents/guardians, and works with students to develop individualized learning plans.

The ideal candidate will be knowledgeable about diverse learning styles, have experience reading and interpreting psychoeducational testing, and will be adept at sharing this information in actionable ways with students, teachers, and parents/guardians. Clear communication skills, an eye for detail, experience managing parent relationships, the desire to work on a team, a sense of humor, experience working with high-achieving students, and a gentle touch are required for success in this position. The director of academic support must also be able to manage the executive day-to-day functions of a department, be adept at building effective partnerships with faculty, be skilled at motivating students and serving as an accountability partner, and be effective in implementing a “case management” approach when working with families.

Primary Responsibilities:

Read and interpret psychoeducational testing and be adept at sharing this information in actionable ways with students, teachers, and parents/guardians.
Make referrals for psychoeducational testing and academic or organizational tutoring as needed.
Work with students, faculty, parents/guardians, and outside evaluators to create individualized learning plans and identify strategies and teaching techniques that best serve each student and are consistent with their profile.
Oversee standardized testing (College Board, ACT, ERB) for students with accommodations, including initiating accommodations process and handling appeals.
Collaborate with families to develop learning plans for home.
Work with faculty to provide an understanding of learning issues for specific individual students as well as facilitating ongoing professional development that demonstrates how learning practices and strategies that benefit students with learning differences benefit all students.
Serve as a resource for faculty for help with implementation of school-based accommodations, and help teachers adopt successful teaching strategies that meet the needs of students with learning differences.
Lead the team of faculty in Academic Support and facilitate assignments to ensure all students are getting the individualized support they require based on faculty’s areas of expertise.
Coordinate monthly academic support team meetings in collaboration with the assistant head of school for academic affairs. Through these meetings, develop a systematic approach to support students who require assistance. These meetings include the principals, the director of student engagement, and the assistant head of school for academic affairs.
Support faculty in the identification and confirmation of students with possible learning differences and serve as the primary point of contact for families.
Meet individually or in small groups with students to support classwork.
Coordinate end-of-term final exams for students with accommodations.
Maintain accurate records of students with educational testing on file.
Report to the assistant head of school for academic affairs.

Knowledge, Skills, and Abilities:

Adaptable when managing multiple, shifting priorities; ease at managing competing demands and determining priorities independently; must be comfortable with leadership.
Strong understanding of independent school culture and a sensitivity to the diverse needs of the various constituencies served by Burroughs.
Commitment to equity with a passion for ensuring that every family, regardless of background or circumstance, feels welcome and supported.
Able to work collaboratively with constituents from diverse backgrounds including students, parents/guardians, school administrators, teachers, and outside collaborators/evaluators.
Demonstrate outstanding organizational skills, attention to detail, and ability to work under pressure with a high degree of accuracy and limited direction.
Demonstrate excellent verbal and written communication skills; able to communicate complex ideas simply and succinctly; at ease presenting in front of a group.
Strong computer and technology skills.
Understanding of program management and budgeting skills.
Ability to maintain discretion regarding confidential matters.

Qualifications:

Experience reading, interpreting, and administering psychoeducational testing (IQ tests, behavioral rating scales, and/or achievement tests).
Minimum of at least five years of experience in education, preferably in a high school setting.
Proven track record building positive relationships with faculty, parents/guardians, and community.
Experience as a trained learning specialist and/or specialized classroom academic instructor.
Qualified candidates must have one of the following: M.Ed., Master’s in Student Affairs or Higher Education Administration, Master’s in Counseling or Psychology, MSW, Master’s in Learning & Instruction, and/or Master’s in Special Education.
Practical experience in student support services, educational administration, or related fields.

Application Process:

Interested candidates should submit the following documents electronically to Dorothy Swicord at dswicord@jburroughs.org.

Cover letter stating interest in and qualifications for the position
Educational philosophy statement
Current resume, including phone number and email address

Files will be reviewed as received with preference given to candidates whose materials are submitted by January 5, 2024.

After reviewing all applications, Head of School Andy Abbott and Assistant Head of School Jennifer Salrin and members of the selection committee will choose two to three candidates to be invited to Burroughs for a school day during which they will be interviewed, go on a student-led tour of our campus, and meet with students, faculty members, and administrators.

If you have questions about this opportunity, please contact Jennifer Salrin, assistant head of school for academic affairs at jsalrin@jburroughs.org.

Choral Music/Performing Arts Teacher John Burroughs School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Entry Level
Contact

Choral Music/Performing Arts Teacher

Full-time, Middle/High School

Start Date: July 1, 2024

About John Burroughs School:

Founded in 1923, John Burroughs School is an independent, coeducational, college preparatory day school for grades 7-12 located on a 49-acre campus in St. Louis, Missouri. Burroughs currently has 650 students, 48% of whom identify as students of color. Twenty-five percent of the student body receives tuition aid.

Burroughs strives to instill the joy of living through active learning, integrity, and service to others. We seek to cultivate an inclusive community that nurtures authentic learners who lead and inspire meaningful lives. At Burroughs we do so by valuing and learning from our differences, embracing challenges and championing growth, fostering a culture of great expectations, teaching empathy and the power of service, and offering a balanced and broad experience. Faculty, parents, and students share a commitment to a liberal arts education that strikes a balance among academics, arts, athletics, and activities. We believe that the many dimensions of diversity, equity, and inclusivity are essential to excellence in education, and they are woven into the fabric of the Burroughs experience.

For more information, see:

About JBS: https://jburroughs.org/about-jbs
Diversity, Equity and Inclusivity: https://jburroughs.org/about-jbs/diversity-equity-inclusivity
Working at Burroughs: https://jburroughs.org/about-jbs/working-at-burroughs

Opportunity Description:

John Burroughs seeks a supportive, inspiring, and collaborative teacher to join its Performing Arts department. The primary position to be filled is that of choral director for both middle school and high school students. The candidate for this position should be able to effectively lead a choir and use skill-building activities to improve tone production for both individuals and ensembles with the intent of helping students in grades 7-12 discover and expand their vocal production through a wide range of ages and across a wide range of musical styles. Strong piano skills and experience as a rehearsal accompanist are necessary, as well as the ability to be flexible and the technical competence to adapt and modify musical content as needed. Choirs perform concerts in the fall and spring and play a major role in our annual Holiday Program, which joins choral and orchestral music with spoken word and visual art.

We are especially interested in a candidate who in addition to their background in choral music also has dance experience and would be able to direct the annual student-choreographed dance show and join the production team of the annual musical as a choreographer. Qualifications include knowledge of and experience with choreographing across the range of musical theater styles and the ability to instruct, or at least direct, across the range of studio dance styles including modern, lyrical, hip-hop, ballet, and tap. Experience with show-running is helpful, and excellent organizational skills are essential, as are the ability and willingness to effectively collaborate with colleagues and students. Burroughs teachers in the arts are typically working artists or at least have extensive prior professional experience. We believe that “artists who are great teachers” can elevate the student experience even more that “great arts teachers.” To that end, a history of successful work as a professional performer, musical director, choreographer, or dancer is highly desirable.

In addition to their teaching and departmental responsibilities, faculty members are expected to participate in the larger life of the school (e.g., attending morning assembly, supervising a lunch table, and advising students). Teachers are also expected to coach or provide leadership in co-curricular areas (e.g., community engagement; diversity, equity and inclusivity work; student clubs; or student publications). For the ideal candidate, this co-curricular work would be involvement in the musical and dance show.

Qualifications:

A strong candidate will have:

3-5 years of experience teaching choral music
At least a Bachelor’s degree in music education or a closely related field of study
Strong piano skills and experience as an accompanist
Strong interpersonal skills
A demonstrated commitment to advancing diversity, equity, and inclusivity

An ideal candidate will also have

Significant experience with choreography and dance instruction
The ability to work as part of a creative team and/or oversee a multi-faceted student production

Application Process:

Interested candidates should submit the following documents electronically to Sarah Kaye at skaye@jburroughs.org.

Cover letter stating interest in and qualifications for the position
Educational philosophy statement
Current resume as an educator, including phone number and email address
If applicable, current resume as a performing artist
Names, email addresses, and phone numbers of three references

Files will be reviewed as received with a strong preference given to candidates whose materials are received by January 5, 2024.

After reviewing all applications, John Pierson, Chair of the Performing Arts Department, and/or Jennifer Salrin, Assistant Head of School for Academic Affairs, will speak to a select group of applicants by phone. From that group, three to four candidates will be invited to Burroughs for a school day during which they will be interviewed; teach a class; go on a student-led tour of our campus; and meet with students, and faculty members, and administrators.

If you have questions about the position, contact Jennifer Salrin, Assistant Head of School for Academic Affairs at jsalrin@jburroughs.org.

Long Term Mathematics Substitute Teacher Whitfield School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Matt DiGiulio
Email: matt.digiulio@whitfieldschool.org.

apply online

Whitfield School, an innovative educational institution for students in grades 6-12, announces an opening for a Long Term Mathematics Substitute Teacher for Middle School. Classes include 6th & 7th grade mathematics and mixed grade level Pre-Algebra.

We are seeking individuals who actively engage with and learn from colleagues on a daily basis, thrive on the opportunity to co-create an equitable and inclusive environment for a diverse student body, and apply research-based best practices in their classrooms day in and day out. This position is available immediately and ends at the conclusion of the school year (May 31, 2024). The candidate filling this long-term substitute position will be welcome to apply for a full-time position in the Mathematics department for the 2024-2025 academic year.

The Whitfield mathematics department provides a strong foundation in mathematics through challenging courses that are appropriate to the ages, abilities, and needs of our students. At all levels, students learn to work collaboratively as well as on their own. The curriculum covers a wide range of topics, including algebra, geometry, trigonometry, calculus, and statistics. In all courses, emphasis is placed on collaboration, problem-solving, computational thinking, and clearly communicating mathematical ideas and concepts.

Typical responsibilities include the following:

Teach five sections: one sixth grade class of “Math Skills & Strategies I”; two seventh grade classes of “Math Skills & Strategies II”; and two sections of middle school Pre-Algebra.
Advise a group of seventh graders through Advisory 7, a course based on Whitfield’s Habits of Mind and Heart advisory curriculum.
Work within the department and grade level team to foster a community of kindness, trust, and belonging.
Work professionally and cooperatively within the department, the School, and the broader Whitfield community.

In addition to demonstrating a passion for working with middle school students, the strongest candidates will have the following qualifications:

Depth and breadth of knowledge in middle school mathematics.
Patience, dedication, compassion, and respect for Middle School students.
Background in and commitment to designing and facilitating collaborative, student-centered classes.
Background in and commitment to culturally responsive teaching.
Strong interpersonal, organizational, and communication (oral and written) abilities.

Interested candidates should submit the Whitfield Application for Employment form (click here) which includes submitting two PDF files through the application:

1. Cover letter as introduction to search committee

2. Resume detailing experiences and qualifications

Questions about the position can be directed to Middle School Director Mr. Matt DiGiulio, matt.digiulio@whitfieldschool.org.

Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. Whitfield School is an equal opportunity employer and we encourage all candidates to apply.

Facilities Director New City School

Education: Not Specified
Job Type: Full Time
Position Level: Experienced
Contact: Shawn Runge
Email: srunge@newcityschool.org

Facilities Director - Position Description

The Facilities Director oversees all aspects of the building and grounds including maintenance, cleaning, landscaping, improvements, and projects, and all related personnel.

Essential Duties and Responsibilities:

Work collaboratively with building administrators, faculty and staff to ensure a clean and safe environment for all students.
Oversee and evaluate the maintenance, landscaping and cleaning services that keep the school’s appearance in exemplary condition.
Jointly with the Director of Finance, strategically develop and manage operating and capital plans and budgets for facilities including annual, long term and project budgets.
Provides operational support to faculty, staff and parents for ongoing activities and special events.
Coordinate and schedule routine preventative maintenance, equipment replacement, major construction, and summer projects.
- Conduct regular building and grounds inspections for safety, cleaning standards and procedure compliance.
- Responsible for overseeing the purchasing and inventory of equipment and supplies for cleaning, landscaping, and maintenance areas.
- Oversee and coordinate the work of all outside vendors and contractors to ensure the fulfillment of their contractual obligations, including quality control of their work.

Solicit bids and develop the scope of work for all major outside contractual work.
Ensure school compliance with local and state health and safety regulations.
Serve as the primary point of contact for facility-related emergencies.
Maintain a comprehensive inventory of parts, supplies, tools, etc.
Evaluate the school’s security program on a continuing basis and actively participate in the safety and emergency operations including planning and drills.
Effectively track and communicate status of work orders through a work order system.
Supervise and evaluate all members of the maintenance and custodial team.

Personal Characteristics:

A good listener, communicator and strategist; comfortable receiving input from many sources, and able to analyze and formulate disparate information into a sound, well-organized plan.
A tactful leader; determined yet respectful of others’ concerns; someone with the flexibility and creativity needed to find alternate ways to reach objectives when barriers arise; a skilled negotiator.
A hard worker with a high energy level; a “doer” with a willingness to work hands-on activities when needed.
Emotionally mature with a good sense of humor and the flexibility and sensitivity to work with diverse personalities and situations.

Application Instructions:
Please send cover letter, resume, and three references to Shawn Runge, Director of Finance & Operations, at srunge@newcityschool.org.

Math and Economics Teacher John Burroughs School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact

MIDDLE/HIGH SCHOOL MATHEMATICS AND ECONOMICS TEACHER

Start Date: July 1, 2024

About John Burroughs School:

Founded in 1923, John Burroughs School (jburroughs.org) is an independent, coeducational, college preparatory day school for grades 7-12 located on a 49-acre campus in suburban St. Louis, Missouri. Burroughs currently has 660 students, 48% of whom identify as students of color. Twenty-five percent of the student body receives tuition aid.

Burroughs strives to instill the joy of living through active learning, integrity, and service to others. We seek to cultivate an inclusive community that nurtures authentic learners who lead and inspire meaningful lives. At Burroughs, we do so by loving and learning from our differences, embracing challenges and championing growth, fostering a culture of great expectations, teaching empathy and the power of service, and offering a balanced and broad experience. Faculty, parents, and students share a commitment to a liberal arts education that strikes a balance among academics, arts, athletics, and activities. We believe that the many dimensions of diversity, equity, and inclusivity are essential to excellence in education, and they are woven into the fabric of the Burroughs experience.

For more information, see:

About JBS: https://jburroughs.org/about-jbs
Diversity, Equity, and Inclusivity: https://www.jburroughs.org/about-jbs/diversityequityandinclusivity
Working at Burroughs: https://www.jburroughs.org/about-jbs/working-at-jbs

Opportunity Description:

John Burroughs school seeks a supportive, collaborative, inspiring, and experienced teacher to join its mathematics department as a full-time member. Burroughs teachers are contagiously passionate about their discipline. They value engaging lessons and understand that meaningful student-teacher relationships are the foundation of all effective instruction.

Full-time math faculty teach five sections, typically with 2-3 preps. Most teachers teach both middle and high school courses. In addition to their teaching and departmental responsibilities, faculty members are expected to participate in the larger life of the school (e.g., attending morning assembly, supervising a lunch table, and advising students). Teachers are also expected to coach or provide leadership in co-curricular areas (e.g., community engagement, DEI work, student clubs, or student publications).

Qualifications:

Ideal candidates will have:

3-5 five years of experience teaching math and economics at the high/middle school level
A degree in mathematics or in a related field
Strong interpersonal skills
A growth mindset
Experience working in an intentionally diverse environment, creating an inclusive classroom experience, and supporting students from historically excluded groups.

Application Process:

Interested candidates should submit the following documents electronically to Sarah Kaye: skaye@jburroughs.org

Cover letter stating interest in and qualifications for the position
Educational philosophy statement
Current resume, including phone number and email address
Names, email addresses, and phone numbers of three references

Files will be reviewed as received with preference given to candidates whose materials are submitted by January 5, 2024.

After reviewing all applications, Jennifer Salrin, assistant head of school for academic affairs, and Nicole Randall, chair of the mathematics department, will speak with a select group of applicants over Zoom. Our hope is to complete those Zoom interviews by early February. From that group, three to four candidates will be invited to Burroughs for a school day in mid-February or early March, during which they will teach a class, interview, spend time with students and faculty, and have an opportunity to familiarize themselves with our campus and community.

If you have questions about this opportunity, please contact Jennifer Salrin, assistant head of school for academic affairs, at jsalrin@jburroughs.org.

History Teacher John Burroughs School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact

HISTORY TEACHER

Start Date: July 1, 2024

About John Burroughs School:

Founded in 1923, John Burroughs School is an independent, coeducational, college preparatory day school for grades 7-12 located on a 49-acre campus in St. Louis, Missouri. Burroughs currently has 660 students, 48 percent of whom identify as students of color. Twenty-five percent of the student body receives tuition aid.

Burroughs strives to instill the joy of living through active learning, integrity, and service to others. We seek to cultivate an inclusive community that nurtures authentic learners who lead and inspire meaningful lives. At Burroughs we do so by loving and celebrating our differences, embracing challenges and championing growth, fostering a culture of great expectations, teaching empathy and the power of service, and offering a balanced and broad experience. We believe that the many dimensions of diversity, equity, and inclusivity are essential to excellence in education, and they are woven into the fabric of the Burroughs experience. Faculty, families, and students share a commitment to a liberal arts education that strikes a balance among academics, arts, athletics, and activities.

For more information, see:

About JBS: https://jburroughs.org/about-jbs
Diversity, Equity, and Inclusivity: https://www.jburroughs.org/about-jbs/diversityequityandinclusivity
Working at Burroughs: https://www.jburroughs.org/about-jbs/working-at-jbs

Opportunity Description:

John Burroughs school seeks a supportive, collaborative, inspiring, and experienced teacher to join its history department as a full-time member. Burroughs teachers are contagiously passionate about their discipline. They value discussion-based lessons and understand that meaningful student-teacher relationships are the foundation of all effective instruction.

Full-time history faculty teach five sections, typically with two or three preps. Most teachers teach both middle and high school courses. In addition to their teaching and departmental responsibilities, faculty members are expected to participate in the larger life of the school (e.g., attending morning assembly, supervising a lunch table, and advising students). Teachers are also expected to coach or provide leadership in co-curricular areas (e.g., community engagement, DEI work, student clubs, or student publications).

Qualifications:

Ideal candidates will have:

3-5 five years of experience teaching history/social studies at the high school and/or middle school level
A degree in history
Strong interpersonal skills
Experience working in an intentionally diverse environment, creating an inclusive classroom experience, and specifically supporting students from historically excluded groups.

Application Process:

Interested candidates should submit the following documents electronically to Sarah Kaye at skaye@jburroughs.org.

Cover letter stating interest in and qualifications for the position
Educational philosophy statement
Current resume, including phone number and email address
Names, email addresses, and phone numbers of three references

Files will be reviewed as received with preference given to candidates whose materials are submitted by January 5, 2024.

After reviewing all applications, Jennifer Salrin, assistant head of school for academic affairs, and Carrie Dodson-Ching, chair of the history department, will speak with a select group of applicants over Zoom. Our hope is to complete those Zoom interviews by early February. From that group, three to four candidates will be invited to Burroughs for a school day in mid-February or early March, during which they will teach a class, interview, spend time with students and faculty, and have an opportunity to familiarize themselves with our campus and community.

If you have questions about this opportunity, please contact Jennifer Salrin, assistant head of school for academic affair at jsalrin@jburroughs.org.

Community Engagement and Events Manager Forsyth School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact

apply online

COMMUNITY ENGAGEMENT AND EVENTS MANAGER

Forsyth School is an age 2 – Grade 6, co-ed independent school of 375 students located in St. Louis. Our unique facilities, six stately historic homes, all built in the 1920s and 30s, have been transformed into classrooms and community spaces. These nurturing, intimate spaces, as well as excellent teaching, have made challenge and high expectations for students the center of Forsyth’s ethos since its origin in 1961. At Forsyth, our mission is to foster a spirit of curiosity and joy, empowering children to pursue challenges with confidence. And our Honor Code is embedded in the fabric of our institution, reminding us of our commitment to make Forsyth a special place.

If you are energized by a diverse group of elementary school students in a joyful community and a community committed to fostering an environment where kindness, compassion, curiosity and questioning are valued, then Forsyth School is looking for you.

POSITION SUMMARY

Forsyth School is currently seeking a Community Engagement and Events Manager. Under the supervision of the Director of Development, this position is responsible for the planning and implementation of community engagement efforts within the school community, overseeing all events related to fundraising, and institutional special events.

This individual is responsible for community engagement and donor relations programs, including the development and implementation of more robust alumni and grandparent programming.

The manager is a key member of the development team and is involved with all fundraising-related activities.

$55,000-$65,000

OPPORTUNITIES/PRIMARY FUNCTIONS:

Implement a comprehensive special events strategy.
Create and maintain an engaging alumni program, including communications, development strategy and events. Establish a class captain system to maintain connections and update address and news. Work closely with the Director of Development to produce ongoing communications including a twice yearly e-newsletter.
Develop a dynamic grandparent engagement program that involves the grandparents of current students and, in some cases, of past students. Working with the Director of Development, produce targeting mailings and twice yearly e-newsletter.
Develop and maintain an annual calendar of development, cultivation, and benefit events; including but not limited to the auction, new parent cultivation events, grandparent’s day, donor recognition events, alumni events and campaign events.
Lead the volunteer leadership and Forsyth Family Organization (FFO) to conceptualize and implement events, including the purpose, targeted audience, key themes, location, and timeline.
Lead the collaborative process of working with the FFO on structuring paths toward organizational self-sufficiency while maintaining oversight of FFO regarding budget and school allocation.
Identify emerging volunteer leaders through relationship building with FFO and relevant committees.
With the Director of Development, assist Forsyth administrators, trustees, and others on their roles in events, including developing briefing packets (guest list, profiles, program, script, etc.) about events with adequate lead-time.
Design and manage event logistics including catering, venue, transportation, signage, audio/visual, invitation lists, printed and e-invitations, programs, and presentation materials; serve as the office’s liaison with the school’s facilities staff.
Partner with communications on critical marketing, branding strategy, content creation, and outreach strategy for all advancement events.
Work closely with the data specialist to effectively document all contacts with donors, prospective donors, and special events attendees using Raiser’s Edge’s best practices.
Oversee processing and acknowledgement of event registrations, auction items, sponsorships, contributions, and tickets. Generates name tags for all events to document attendance.
Steward relationships with Forsyth families, trustees, alumni, faculty, parents, and staff;
Work closely with the Admissions team to assist with on-site school community engagement events.
Work with the academic staff to assist with events including and not limited to graduation and back-to-school nights.
Produce the run of shows and communicate ideal goals and outcomes to staff members so they can prepare appropriate remarks.
Other duties as assigned.

CORE COMPETENCIES:

Demonstrated ability to both independently and collaboratively build productive and meaningful relationships.
Excellent project management skills - ability to take the lead on multi-functional projects, manage and prioritize multiple responsibilities and competing demands, and adapt to frequent and unexpected changes.
Experience leading and engaging all stakeholders - leadership, trustees, colleagues, faculty, parents, students, alumni, partners, and volunteers.
A disciplined, results-oriented self-starter who can work both independently and collaboratively in a fluid and fast-paced environment with many competing priorities and diverse stakeholder groups.
Well-developed strategic, critical, and problem-solving skills.
Strong interpersonal skills, including tact, diplomacy, confidentiality, and judgment.
Interest and competence to interact with a diversity of accomplished individuals and 375 little people and students ages 2-12.
Strong attention to detail and able to develop, implement, and analyze strategies with minimal oversight.
Have a strong desire to share the magic that is the Forsyth experience and contribute to the environment and energy that makes it a special place.

EXPERIENCE AND EDUCATION:

Bachelor’s degree required.
At least 5 years of experience in fundraising events management at an independent school, university, museum, or other nonprofit organization.
Raiser’s Edge experience preferred.
Excellent oral and written communications and presentation skills.
Ability to coordinate and lead all phases necessary in planning and executing an event.
Experience managing, organizing, inspiring and communicating with volunteer committees.
Knowledge of special events trends and best practices.
Highly skilled in events and fundraising systems, including auction software and payment processing.
Experience coordinating a large-scale auction, developing and managing budgets and reconciling expenses and income after events.

MORE ABOUT FORSYTH SCHOOL

Located in St. Louis, Missouri, Forsyth is an age 2 – Grade 6, co-ed independent school of 375 students. The campus is bordered by Washington University and Forest Park, one of the largest city parks in the nation and home to many of the city’s great cultural institutions, including free museums, a world class zoo and a thriving food and music scene.

BENEFITS

This is a full time, exempt (salaried) position, which is eligible for Forsyth’s full benefits package, including medical, dental, life, retirement match, education benefits, EAP, and more. Candidates must have the ability to work occasional nights and weekends.

HOW TO APPLY

Please submit a cover letter, resume, and three professional references to Elizabeth Niven, Director of Development, at eniven@forsythschool.org. Candidates will be informed before references are contacted. Applications will be reviewed as they are received. Please submit your materials as soon as possible.

Forsyth School does not discriminate on the basis of race, color, age, disability, veteran status, gender identity, religion, sexual orientation, socioeconomics, family composition, genetic information, citizenship, national and ethnic origin, or on the basis of any other protected status.

Candidates from groups traditionally underrepresented in independent schools are encouraged to apply.

Forsyth’s background screening process requires employees to undergo a social media check, satisfactory reference checks with prior and current employers, and a successful criminal background screening.

Long-Term Middle School and Upper School Substitute French Teacher MICDS

Education: 4 Year Degree
Job Type: Temp/Contract
Position Level: Experienced
Contact

apply online

JOB SUMMARY

MICDS is seeking a dynamic and versatile instructor to cover a long-term substitute teaching assignment that includes teaching two sections of 8th grade French and two sections of 10th grade French as well as fulfilling additional supervisory duties. The anticipated dates of the assignment are from mid-January through early March. The long-term substitute teacher will prepare and execute lessons from the established curriculum, provide formative and summative feedback to students, and manage all technology support for students. The ideal candidate will have French teaching experience. This is a temporary position without benefits.

Application Process

For immediate consideration, complete our online application at https://www.micds.org/our-school/career-opportunities/ and upload a copy of your cover letter, resume and statement of teaching philosophy.

The long-term substitute teacher is expected to uphold the following essential functions:

Work with the department chair and curricular team to ensure implementation of established curriculum goals and pedagogical practices.
Select and develop related print and online course materials.
Create effective assessment tools to support student achievement and growth.
Implement effective classroom management strategies to ensure a productive learning environment.
Evaluate, document and communicate student progress through reporting systems and conferences.
Attend faculty, grade level and departmental meetings and supervisory duties.
Assist and support students outside of class as needed.
Communicate consistently with parents and guardians.
Collaborate effectively with departmental and grade level teams as well as student support service personnel.

Other projects and responsibilities may be added at the School’s discretion.

JOB REQUIREMENTS AND QUALIFICATIONS

Bachelor degree in subject matter required and Master preferred.
Ability to work in an environment that embraces a diverse community of students, educators, parents, and alums.
Experience working in a one-to-one laptop environment or relevant technology skills.
Excellent verbal and written communication skills
Must enjoy working and learning with children.

OTHER INFORMATION

A criminal history and background check is required and must be successfully completed prior to employment.
May work at a desk and computer for extended periods of time.
Work primarily in a traditional climate-controlled classroom environment.
Work intermittently in outside weather conditions, including extreme heat and cold.

Constituent Relations Coordinator Ursuline Academy

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Mary Finklang
Phone: 314-984-2803
Email: mfinklang@ursulinestl.org

apply online

Constituent Relations Coordinator

This is an exciting new opportunity here at Ursuline Academy.

Ursuline Academy is a private, all-girls high school deeply rooted in Catholic values and inspired by the charism of St. Angela Merici. The faculty and staff of Ursuline Academy demonstrate passion and care in all that we do, striving to meet each student where she is and help her to create a personalized educational, social and spiritual path. All are encouraged to explore innovative ways to do our work and to actively support the efforts of one another, modeling for students the courage to use their minds and voices in service to community and God.

The Constituent Relations Coordinator is a member of the Advancement team, with direct responsibilities that include: identification, cultivation and solicitation of fundraising prospects; serving as the primary contact for parents and developing relationships with parents that lead to involvement in campus activities and fundraising efforts; support of events and activities that support relationship building; and participation in projects that are vital to the success of the Office of the President and Advancement Department. This is a hospitality-forward professional position, involving welcoming and engaging guests, and working with a wide variety of people. He/she works in a collaborative manner.

The Constituent Relations Coordinator works closely with the Director of Advancement and President, with direct reporting to the Director of Advancement. In particular the Constituent Relations Coordinator:

Fundraising

Manages and solicits a portfolio of 40-50 constituents for leadership annual gifts and campaign commitments.
Actively participates in the Advancement team prospecting and solicitation process to ensure constituents are solicited as appropriate for leadership annual gifts, sponsorship support and auction donations.
Serves as primary contact for parents, building relationships with them that encourage their involvement and volunteerism at Ursuline Academy, including finding leadership opportunities for parent clubs.
Serves as coworker liaison for parent club leadership (Bear Moms & Fathers’ Club). Provides guidance and recommendations to promote autonomy of clubs.

Event Participation and Support

Optimizes opportunities to grow relationships with parents by attending a variety of campus activities (advancement, athletics, academic) throughout the year.
Partners with Advancement staff on important donor and alumnae events throughout the year.
Plans and executes Grandparents Day.

Board of Trustees Liaison

Manages logistics for quarterly board meetings. (reminders, board meeting packet).
Keeps accurate board minutes, maintains the board portal and all board records.

Administrative Support

Assists the President with administrative tasks as requested.
Serves as back up for acknowledgment letters, gift entry and data projects.

Qualifications

Bachelor's degree
3-5 years of work experience to include events management, donor relations or related experience
Strong relationship management skills, with the ability and confidence to ask for and close agreements
Ability to demonstrate and present a professional appearance and demeanor with a commitment to customer service, including, proficiency in addressing the unique needs of several audiences
High level of integrity, good judgment, discretion and the ability to work in a team environment

Outstanding attention to detail and commitment to quality
Excellent interpersonal skills, including verbal, written and organizational skills
Ability to meet deadlines, solve difficult problems both collaboratively and independently, and be creative, analytical, and adaptable.
Experience in an educational environment is a plus.
Some evening and weekend work is required.

Interested? Please send your resume to resume@ursulinestl.org.

Director of Advancement Ursuline Academy

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Mary Finklang
Phone: 314-984-2803
Email: mfinklang@ursulinestl.org

apply online

Director of Advancement

Ursuline Academy is a private, all-girls high school deeply rooted in Catholic values and inspired by the charism of St. Angela Merici. The faculty and staff of Ursuline Academy demonstrate passion and care in all that we do, striving to meet each student where she is and help her to create a personalized educational, social and spiritual path. All are encouraged to explore innovative ways to do our work and to actively support the efforts of one another, modeling for students the courage to use their minds and voices in service to community and God.

The Director of Advancement is employed by the President of the Academy and is responsible for: overall strategy and implementation of all advancement activity; identification, solicitation and closing of gift prospects; capital campaign coordination; managing the Advancement team to ensure all activities achieve defined outcomes; marketing and community relations relating to the Academy; facilitation of Board of Trustees fundraising activity (including Campaign Steering and Advancement Committees), together with the President; and all related reporting. The individual serving in this role is a member of the Senior Leadership team and as such, is expected to contribute to the effective functioning of Academy operations as needed.

Specifically, the Director of Advancement is responsible for the following:

Faith and Mission

Ensures that the Catholic identity of the Academy is developed and nurtured. ? Models and promotes the mission of the Academy.

Fund Raising

Maintains an active portfolio of current donors and prospects.
Prepares a comprehensive annual plan for fundraising with the Advancement Committee of the Board of Trustees and the Advancement team.
Leads the Advancement team in designing, planning and and coordinating all fundraising programs, including alumnae and parent annual giving, special events, coworker appeal, capital campaigns, endowment growth, planned giving and specialty campaigns.
Provides direction, support and accountability to members of the Advancement team in achieving their fundraising goals.
Leads and coordinates the major gifts program, assisting the President and others to identify, cultivate and solicit major gifts.
Provides staff support to the Advancement Committee of the Board of Trustees, includingfacilitation of regular meetings, providing the information needed for committee effectiveness and follow-up on agreed-to activities.
Oversees and directs practices and protocol regarding database management of constituent records and gift records, including proper practices of gift receipts for donors
Facilitates and directs the identification, enrollment, training and supervision of all volunteers for annual fund-raising programs.
Develops and implements a program of donor recognition.
Working in collaboration with the office of Mission Effectiveness, oversees internal (on campus) fundraising.

Alumnae Relations

Guides, supervises and participates in the design and implementation of the alumnae relations program, including fundraising efforts.
Works with the Alumnae Coordinator to identify, recruit, train and involve alumnae in fundraising efforts for Ursuline Academy.
Guides and supervises maintenance of current alumnae records and alumnae donor files.
Establishes and maintains an alumnae organizational structure in order to promote alumnae relations and alumnae involvement with Ursuline Academy.

Public Relations and Marketing

Guides and supports the Marketing/Communications Associate and Admissions team in the design and implementation of a comprehensive marketing plan, including, but not limited to:

Written and personal communications with various constituencies
Cultivating media contacts and producing news releases
Preparing and purchasing advertisements in local publications
Producing Ursuline magazine, newsletters, e-newsletters and annual reports
Overseeing and updating online community and UA website content
Engaging coworkers, parents and alumnae in marketing UA
Utilizing other communication tools as appropriate

Other

Assists the President in establishing and maintaining an ongoing program to market the Academy for image, enrollment and resources.
Participates and contributes to Academy strategic planning, as called upon.
Keeps abreast of current trends in fundraising strategies and tools, particularly related to local competing schools.
Encourages and facilitates professional development of Advancement team.
Prepares and monitors the annual advancement budget.
In partnership with the HR Coordinator and approval of the President, directs the employment, termination and annual reviews of the advancement team, providing timely feedback both formally and informally.
Meets regularly with the President to provide updates and to plan as necessary.
Designs and/or updates a procedural manual for the Director of Advancement position.
Accepts additional responsibilities as directed by the President of the Academy.

Minimum Qualifications

Bachelor's Degree
A commitment to the Ursuline Academy mission and charism
Five or more years of experience in fundraising or similar goals-driven role with a track record of prospect management and achievement of goals
Ability to think strategically
Experience leading a professional team
Excellent written and verbal communication abilities
Attention to detail, and a commitment to excellence

Interested? Please send your resume to resume@ursulinestl.org.

Long-Term Substitute Learning Specialist Central Christian School

Education: Not Specified
Job Type: Temp/Contract
Position Level: Experienced
Contact: Miss Erin Eachus
Phone: 314.727.4535
Email: eeachus@centralschoolstl.org

apply online

Position Overview:
Central Christian School is seeking an individual to serve our school as our 5th/6th Grade Learning Specialist for 12 weeks during a faculty member’s planned absence from February - April 2024. This temporary position is part-time and will work 15 hours per week. This person will support academic student success to a broad range of learners and work collaboratively with teachers and parents. The learning specialist will provide direct instruction in small groups to enhance and support classroom instruction and address students' individual learning goals. The Long-Term Substitute Learning Specialist will serve as a member of our Learning Center team alongside our Director of TLC and another full-time Learning Specialist.

Essential Responsibilities:

Pray for the students and families of Central Christian School
Facilitate small group, and one-on-one writing, reading comprehension, and math instruction
Maintain organized, up-to-date records and provide informative reports at regularly scheduled Parent-Teacher Conferences and annual ISP/22:6 meetings
Partner and maintain quality, timely communication with parents
Demonstrate understanding and application of tiered models of student support
Monitor student progress and adjust instruction accordingly
Implement academic accommodations and modifications for students with identified learning needs- both in the classroom and for standardized testing
Implement individual student plans for students with mild to moderate learning disabilities
Collaborate with staff, administrators, instructional staff, other school personnel, and parents/legal guardians to improve the overall quality of student achievement
Perform other duties and responsibilities as assigned

To apply: Please complete a Substitute Teacher Application and send your resume to our Director of Student Growth, Miss Erin Eachus

Overview of Central Christian School

Centrally located near the Clayton business district, this unique, urban placement within the St. Louis metropolitan area has been a critical component in Central’s identity. We are committed to educating a racially and socio-economically diverse group of students equitably, with purposeful excellence, to prepare them to engage a changing world for Jesus Christ. Unapologetically Christian, we serve the children of Christian parents, ages 3 through 6th Grade.

Vision and Mission

Central Christian School is a Gospel-driven, academically excellent learning community for each unique image-bearer of God. We partner with families to prepare children to engage the world by instilling a passion for God, a love of truth, and a zeal to serve.

Girls Varsity Lacrosse Coach Whitfield School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Carol Solomon
Email: carol.solomon@whitfieldschool.org

apply online

Whitfield School, an innovative educational institution for students in grades 6-12, seeks a Girls Varsity Lacrosse Head Coach to join a community that challenges students to grow within a context of care and trust. This is a part-time, season-specific position beginning on February 26, 2024.

We believe that participation in athletics and extracurricular activities has a positive effect on student success and is an important area for student learning. Our commitment to a participation philosophy for all athletic programs provides all students with the opportunity to achieve their goals both on and off the field.

Responsibilities include:

Coach individual participants in the skills necessary for achievement in girls lacrosse
Coordinate all aspects of girls varsity lacrosse, including but not limited to practices and games
Assume responsibility for the regulations under MSHSAA and Title IX
Maintain responsibility for maintenance and proper utilization of facilities
Promote and maintain strong parental, community, and alumni/ae involvement
Collaborate with our community of coaches, athletes, and families
Assist in selecting, assigning, and evaluating all activity personnel for girls lacrosse
Establish the performance criteria for participation in an interscholastic activity
Recommend purchase of equipment, supplies, and uniforms
Maintain appropriate and accurate records for each activity
Prioritize the safety, conduct, and general welfare of students
Maintain high standards of student conduct
Inventory and maintain equipment
Prepare appropriate reports as required by the District and the State
Maintain confidentiality, unquestionable integrity
Maintain regular attendance

The strongest candidates will have the following qualifications:

Have a bachelor’s degree
Possess multiple years of coaching experience with high school students and a background in education

Interested candidates please submit three PDF files to Carol Solomon, Executive Assistant to the Principal and Head of School

Cover letter as introduction to search committee
Resume detailing experiences and qualifications
List of three references with contact information

Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. Whitfield School is an equal opportunity employer and we encourage all candidates to apply.

Long-Term Middle School Spanish Substitute Teacher MICDS

Education: 4 Year Degree
Job Type: Temp/Contract
Position Level: Experienced
Contact

apply online

JOB SUMMARY

MICDS is seeking a dynamic and versatile instructor to cover a long-term substitute teaching assignment that includes teaching four sections of 6th grade Spanish and serving as an advisor to 10-12 MS students. The anticipated dates of the assignment are from mid to late February through early May. The long-term substitute teacher will prepare and execute lessons from the established curriculum, provide formative and summative feedback to students, and manage all technology support for students. The ideal candidate
will have both Middle School and Spanish teaching experience. This is a temporary position without benefits.

Application Process

For immediate consideration, complete our online application at https://www.micds.org/our-school/career-opportunities/ and upload a copy of your cover letter, resume and statement of teaching philosophy.

The long-term substitute teacher is expected to uphold the following essential functions:

Select and develop related print and online course materials.
Create effective assessment tools to support student achievement and growth.
Implement effective classroom management strategies to ensure a productive learning environment.
Evaluate, document and communicate student progress through reporting systems and conferences.
Attend faculty, grade level and departmental meetings and supervisory duties.
Serve as grade level advisor for 10-12 students and implement grade level
programming and advisory curriculum.
Assist and support students outside of class as needed.
Communicate consistently with parents and guardians.
Collaborate effectively with departmental and grade level teams as well as student
support service personnel.
Other projects and responsibilities may be added at the School’s discretion.

JOB REQUIREMENTS AND QUALIFICATIONS

Bachelor degree in subject matter required and Masters preferred.
Ability to work in an environment that embraces a diverse community of students, educators, parents, and alums.
Experience working in a one-to-one laptop environment or relevant technology skills.
Excellent verbal and written communication skills
Must enjoy working and learning with children.

OTHER INFORMATION

A criminal history and background check is required and must be successfully completed prior to employment.
May work at a desk and computer for extended periods of time.
Work primarily in a traditional climate-controlled classroom environment.
Work intermittently in outside weather conditions, including extreme heat and cold.

Lower School Teaching Associate MICDS

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact

apply online

About MICDS

MICDS has a rich and distinctive history spanning more than 150 years. A leader in independent education, MICDS is a college-prep, coeducational school for grades JK-12. Our mission is to help students discover their unique talents, preparing them for higher education and a life of purpose and service as engaged citizens in our ever-changing world.

Employee Benefits

MICDS offers employees a competitive salary and comprehensive benefits plan, including a generous 403(b) retirement plan where the School contributes 8% of salary with an employee’s 3% contribution; medical, dental and vision insurance; flexible spending accounts and long term care insurance; life insurance and short-term and long-term disability insurances; tuition benefit; paid leaves; access to a fitness center; and free lunch.

Application Process

For immediate consideration, complete our online application at https://www.micds.org/our-school/career-opportunities/and upload a copy of your cover letter, resume, and statement of teaching philosophy.

JOB SUMMARY

In collaboration with the lead homeroom teacher, the Teaching Associate will assist with and support classroom instruction, assessment, and supervision. This position is for the second semester, 3rd Grade, and starts January 2, 2024.

ESSENTIAL FUNCTIONS

Partner with the lead teacher(s) with regards to teaching, assisting with classroom management and transitions, and preparation of materials.
Instruct/assess children in small and large groups and work one on one with children in collaboration with the lead teacher(s).
Design and implement lessons connected to instruction in reading and writing.
Assist in transitions to and from scheduled activities outside of the homeroom, as needed.
As needed, support teachers in other curricular areas.
Contribute to daily and yearly classroom/teaching set up and clean up procedures. Will include creating student materials including preparation of and work with technology resources.
Supervise and lead the classroom when the teacher is out of the room.
Supervise within duty rotations as assigned.
Attend faculty meetings and recommended professional development.
Work occasional days/evenings outside of the regular school day, e.g., New Student Orientation, Parent Night, Parent/Teacher Conference days and Admissions events.
Teach/play indoors on the floor as well as outdoors on the playground.
While performing the duties of this position the teacher must enjoy working and learning with young children.
Other projects and responsibilities may be added at the School’s discretion.

JOB REQUIREMENTS AND QUALIFICATIONS

Bachelor’s degree in Elementary Education and/or Early Childhood Education or at least three years of experience in elementary education is required.
Ability to work in an environment that embraces a diverse community of students, educators, parents, and alums.
Experience working with young children in a teaching and learning situation (may include student teaching).
Broad-based knowledge of child development, pedagogy and teaching strategies.
Interested in professional growth and contributing to a collaborative teaching environment.
Good verbal skills with students, colleagues, and parents.
Demonstrated organizational skills.

OTHER INFORMATION

A criminal history and background check is required and must be successfully completed.
Enjoy and appreciate the physical activity associated with interactive learning.
May work at a desk and computer for extended periods of time.
Work primarily in a traditional climate-controlled classroom environment.
Work intermittently in outside weather conditions, including extreme heat and cold.

Middle School Science Teaching Position Saul Mirowitz Jewish Community School

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Raquel Scharf-Anderson
Phone: 3145766177
Email: careers@gmail.com

apply online

Saul Mirowitz Jewish Community School is seeking a student-centered, engaging, communicative teacher for a middle school science teaching position. The teacher will engage with their colleagues and our students within an environment dedicated to problem-solving, critical thinking, creativity, collaboration, skill development, and teamwork. We are looking for a teacher who embraces a joyful Jewish culture and shares our commitment to experiential learning. Candidates do not need to be Jewish for this position.

Primary Responsibilities

Keeps students at the center of their decision-making and instructional practice.
Collaborates with colleagues and supports endeavors that benefit the larger community and creates collaborative experiences and share ideas.
Cultivates positive partnerships with parents through consistent and transparent communication about their child’s progress.
Utilizes the constructivist classroom approach and desires to cultivate an emotionally safe educational environment for their students.
Teach students in grades 6 through 8.
Creates an educational environment that helps students to enjoy and appreciate learning.
Supports an inquiry-based model of instruction, including a combination of cooperative learning, direct instruction, labs or hands-on investigations, and manipulatives.
Utilizes instructional strategies that are engaging, research supported, and meet students’ individual needs.
Will write report cards and meet with families as needed to provide insight into their child’s progress.
Performs extra duties such as recess, lunch, and arrival/dismissal duties, as needed.
Attends all faculty meetings, in-service days, and teacher team meetings.
Completes other responsibilities as deemed necessary by their supervisor.

Qualifications

A successful candidate will have:

A depth of knowledge and understanding of child development.
A passion for working with children and developing high-quality educational experiences.
An aspiration to participate in continued professional development.
A desire to meet the needs of a diverse community of learners.
Excellent verbal and written communication skills.
An ability to be fun, flexible, and collaborative.

Requirements

A bachelor’s degree in education or similar is required and a master’s degree is strongly preferred. Ideal candidates have experience working with elementary and middle school students, a flexible and team-oriented approach, excellent written and oral communication skills, exceptional organizational skills and attention to detail, superior interpersonal skills, a sense of humor, and a positive demeanor.

Compensation

Salary is competitive with area independent schools and commensurates with experience. Excellent health and retirement benefits are part of the employment package. Funding exists to support continuing education and professional development. Financial benefits include tuition remission for children of full-time employees.

DEI Philosophy Statement

At Mirowitz we recognize that the work of diversity, equity, and inclusion is deeply rooted in our work as Jewish educators. Our tradition teaches us the value of kavod habriyot, respect for the sacred diversity of all of G-d’s creations. Our core Jewish values of kavod (respect), hakarat hatov (recognition of the good), limmud (learning), and tikkun (commitment to repair) guide our work in building empathy, promoting sacred diversity of identities, and both studying and committing ourselves to repair of social inequities that have historically stemmed from these differences. We believe in the dignity and worth of every person regardless of race, color, religion, sex, national origin, ancestry, ability, age, sexual orientation, gender identity and expression, socioeconomic status, or any other individual characteristic.

Apply

To apply, please send a resume and cover letter to careers@mirowitz.org and fill out an application using the following link: https://mirowitz.org/about-us/employment-application/

School Counselor/Therapist Academy of St. Louis

Education: Masters
Job Type: Full Time
Position Level: Experienced
Contact: Colleen Cantareira
Phone: 636-534-5099
Email: colleen@acadstl.org

The School Counselor will uphold the mission of the Academy of St. Louis through direct and indirect services to students. The Counselor will coordinate with the administration, teachers, parents and constituents to support student social-emotional, psychological, adaptive skill, and academic progress.

Essential Functions:

Deliver a comprehensive and developmentally appropriate program of support to students focused on developing personal and social responsibility that promotes
confidence, self-advocacy, regulation, and independence.
Demonstrate a commitment to the mission of the Academy of St. Louis.
Collect, interpret, and synthesize information about a student's social history, community environment, family dynamics, economic differences, and significant crises that influence academic and behavioral functioning.
Work cooperatively as an interdisciplinary team member to devise appropriate plans for students and their families.
Support students in (emotional) crisis with the goal being able to re-enter the learning space.
Connect with students and respond to their changing academic, emotional and personal needs.
Demonstrate excellent communication and time management skills.
Give and receive thoughtful, constructive feedback promptly and consistently.

Key Responsibilities:

Develop positive relationships through weekly meetings with students as determined by individual needs and documentation in student files. (Individual counseling sessions)
Small group counseling sessions as needed.
Teach social-skills classes/lessons to all grade levels.
Assist students with developing their “About Me Plan” to learn self-advocacy, personal preferences, and determination.
Assess the accomplishments of students on a regular basis and provide progress reports as required.
Monitor/ track data, and assists with student’s behavior with respect to individual rights and in keeping with positive behavior supports.
Intervene/assist with dysregulated students. (Crisis intervention)
Maintain ongoing data of individual student dysregulation events noting the date, time, location, precipitating cause, length of dysregulation, consequences, physical injury(s), description of aggression or verbal abuse, threats of harm to others or self, follow-up discussion with the student next day, and results.
Assist with Heather Forbes and Social skills training at staff meetings.
Participate in morning meetings each day before school, focusing on student information and the previous day's student behavior.
Assist with developing agenda, compile, and set up training for staff development days with input from the Executive Director/Principal.
Support teachers and assistants with specific teaching/behavioral strategies to guide students.
Assist with Accreditation as requested.
Assure Incident Reports are made in a timely manner and submitted to your office according to the Incident Report Form in the Staff Handbook. Follow up on all Incident Reports until the incident is completely resolved.
Report threats as required in the Threat Assessment Manual to the Principal – (Kept in the Principal’s office).
Assist staff and work with students on the development, implementation, and tracking of student IDP social-emotional and behavioral goals.
Create individual positive behavior support plans aligned with student IDP.
Assist with calm and order in the school hallways, playground, and in other areas on the school campus.
Monitor and report staff and volunteers for discretion about confidentiality.
Address all forms of discrimination according to the school's “Equal Employment Opportunity” Statement.
Attend CPR, AED, and Oxygen Administration Training every two years.
Timely reporting of Child Abuse and/or Neglect to the Division of Family Services. (See Policy A3)
Establishes and participates in official school ad hoc meetings and quarterly Parent/Teacher Meetings.
Provide and document parent communication for pertinent student events during the school day.
Knowledgeable of a student's diagnosis – cognitive, emotional, and medical.
Knowledge of possible emergency student & staff medical needs within reason – knowledge of oxygen administration, AED operation, CPR, Epi-Pen Injection, First Aid for Hypo and Hyperglycemia, and information in the Med Binder front cover.
Responsible for maintenance of student records as required by the state and Cognia.
Assist with monitoring Sensory Room – staff, supplies, and appropriateness of sensory items.
Assisting in classrooms, as needed.
Assist with the development of school-wide behavioral expectations with the direction of the Executive Director/Principal

Required Education/License/Certification(s) and Experience:

Minimum of Master's Degree in Counseling, School/Educational Psychology, or Master's in Social Work (MSW); preferably holds professional licensure (e.g., L.P.C., LCSW)
Minimum of three years of experience as a counselor required, with experience in a school setting preferred particularly with special education students.
Ability to monitor student progress through data.
Broad base of knowledge in the areas(s) of child/adolescent development and social emotional needs.
Demonstrates a passion and ability in supporting students while maintaining appropriate levels of confidentiality.

Teacher Assistant / Paraprofessional Academy of St. Louis

Education: 2 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Colleen Cantareira
Phone: 3144207198
Email: colleen@acadstl.org

Special Education Teacher Assistant / Behavior Technician assists in the overall assistance of students in the classroom and those needing behavioral support in the form of escort and prevention of self-injury.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

1. Become familiar with the teaching procedures used by the Teacher, his/her schedule of activities, the continuity of academic progression, and the materials and equipment available.

2. Works with individual students or small groups to reinforce learning of material or skills initially introduced by the teacher.

3. Assists the teacher in devising strategies for reinforcing materials or skills based on an understanding of individual students, their needs, interests, and abilities.

4. Guides independent study, enrichment work, and remedial work set up and assigned by the teachers.

5. Provides escort and assistance to students as necessary throughout various school and community settings.

6. Checks students’ work, corrects papers, and supervises testing and make-up work as assigned by the teacher.

7. Assists with large group activities such as reading, science, history, lunch and break times.

8. Assists the teacher in maintaining work and preparing work and study areas, equipment, materials and facilities.

9. Assists the student(s) assigned to him/her in such physical tasks, if necessary, as putting on and taking off outerwear, moving from room to room, using the lavatory, transitioning, etc.

10. Operates teaching aids, i.e., computers, iPads, Smart Boards, etc.

11. Substitutes for teach when needed.

12. Alerts the teacher or administration to any problem or special information about an individual student.

13. Supervises and engages with students during break periods.

14. Assists with clerical responsibilities of the teacher or administration, before and after school, preferably not during school hours.

15. Participate in workshops, in-service training, and team meetings.

16. Assists teachers in dealing with students who have challenging behaviors.

17. Assists the teacher in maintaining an environment conducive to learning.

18. Observe, record, and follow the management plan established by the teacher.

19. Assists and manages students in the classroom, cafeteria, at breaks, and all related activities as directed by policy.

20. Assists in preparing teaching materials during the school day as directed by the teacher.

21. Within the classroom setting, the assistant reports to the teacher in matters involving the students’ programs and related activities.

22. Become educated and be able to implement the Heather Forbes methodology of behavior management.

23. Understands and can use Google Drive, Mail, and Calendar.

Qualifications:

Education and/or experience

Sixty hours of college credit is preferable. Experience working with children is required.

Essential Functions

(To perform this job successfully, an individual must be able to perform the following essential functions satisfactorily. The requirements listed below represent the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)

Language Skills

Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and policy and procedure manuals. Ability to write routine reports and correspondence. Ability to communicate effectively.

Mathematical Skills

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, decimals and percentages.

Reasoning Ability

Ability to problem-solve and apply common sense understanding to carry out instructions furnished in written and/or oral or diagram form.

Physical Demands

While performing the duties and responsibilities of this job, the person is regularly required to talk and hear, stand, move and walk at a brisk pace, sit, and use hands and arms to handle, feel, and reach. The ability to accompany students anywhere on the school premises. The person is occasionally required to stoop or kneel and lift and move up to 50 pounds. Regular attendance on the job is expected and necessary. Additionally, the person must be physically able to react and intervene quickly during crises, such as but not limited to the following circumstances: student elopement, physical altercations involving students, or any situation that requires physical intervention to maintain student safety.

Block Teacher - Part Time The Waldorf School of St. Louis

Education: Not Specified
Job Type: Part Time
Position Level: Experienced
Contact: Nicole Bearman
Phone: 314-962-2129
Email: employment@waldorfstl.org

apply online

Would you like to work with curious, imaginative students who want to take part in their learning? Do you have certain specialty skills you would love to share with our students? Join us at The Waldorf School of St. Louis, where we differ from other schools in the St. Louis area. Our students are taught through drawing, painting, music, handwork, speech, storytelling, sculpting, and more! We are looking for professionals with experience/subject matter expertise in different fields to educate our students for three to six week block units or through weekly Friday classes.

A block unit is a teaching segment on specific subjects that provide deep-dive learning on particular topics primarily to our middle-school students. Some examples of blocks that could be taught are: anatomy and physiology, astronomy, chemistry, geology, meteorology, physics, algebra, geometry, composition, poetry, theater and performance, civics, geography, and history.

Friday Programming is a weekly class covering a topic over the course of the year or several weeks. In recent years this has included: circus, cyber civics, and nature studies, but we are open to other ideas such as: archery, cooking, dance, specialized crafts (ie ceramics, glass, metalworking), or volunteering.

We are also open to subject ideas based on your expertise and willingness to teach – our students thrive on learning a variety of new and interesting topics to expand their knowledge.

The block or Friday Programming teacher will Collaborate with the class Lead Teacher to develop and understand educational objectives, prepare daily/weekly lesson plans, and review classroom expectations

We welcome you to visit us and see our students in action. At The Waldorf School of St. Louis, we rethink what is possible in education.

Schedule: Part Time with possibility of Full Time (by combining with other positions), generally mornings for block teachers, and all-day Fridays for Friday Programming teachers, but flexibility in scheduling can be discussed

Interested job applicants should email the following to employment@waldorfstl.org.

Cover Letter with a short autobiographical statement
Resume, or summary of your applicable knowledge/experience

Foreign Language Teacher - Part Time The Waldorf School of St. Louis

Education: Not Specified
Job Type: Part Time
Position Level: Entry Level
Contact: Nicole Bearman
Phone: 314-962-2129
Email: employment@waldorfstl.org

apply online

Our experiential curriculum gives teachers freedom to spark students' imaginations while fostering the holistic development of their capacities. Our Foreign Language curriculum explores the diversity of different cultures and people through singing, stories, projects, games, and speech, cultivating a beginning understanding of a larger world while enhancing the flexibility of a student’s mind.

We have routinely taught French and German; however, the goal is to expand childrens’ overall capacities for learning languages. If you are a foreign language teacher, we are open to having our students learn any language – Spanish, Swahili, Italian, Mandarin, Cantonese, Russian, Arabic, Korean, American Sign Language, and beyond.

We welcome you to visit us and see our students in action. At The Waldorf School of St. Louis, we rethink what is possible in education.

Schedule: Part-Time with the possibility of Full-Time; Teaching eight, 40-minute classes per week to grades 1-8, generally between the hours of 11 am - 3 pm, though flexibility in scheduling can be discussed

Candidates should also be willing to learn about Waldorf education. (Various Waldorf education trainings exist, and some of these trainings may be paid for by the school, up to 100%.)

For a full job description or to apply email the following to employment@waldorfstl.org:

Cover Letter with a short autobiographical statement
Resume, or summary of your applicable knowledge/experience

We offer:

Freedom in creating curriculum to meet the needs of the developing children
Students are assessed using a variety of methods rather than an annual standardized tests
Small class sizes and engaged, curious students
Training funds (up to 50% reimbursement) for professional development
Collaborative faculty and staff who make decisions by consensus
A campus in the heart of Historic North Webster with access to parks, and outdoor spaces that are integral to our students’ school day and overall educational experience through outdoor playtime, experiential learning, kinesthetic learning, and curiosity about the world beyond the classroom walls
Tuition discounts for children of employees, up to 100% for FT employees
Mentoring programs and strong, supportive, collegial relationships
Paid snow days for part-time employees

Administrative Chair The Waldorf School of St. Louis

Education: 4 Year Degree
Job Type: Full Time
Position Level: Experienced
Contact: Nicole Bearman
Phone: 314-962-2129
Email: employment@waldorfstl.org

apply online

Our Administrative Chair coordinates and manages administrative support of and communication between the different governing bodies and committees of The Waldorf School of St. Louis. The Administrative Chair is the “point person” for the Administrative Team with keeping the school vision and mission at the forefront of decision making. The Administrative Chair supports the long-term and strategic goals of the Board of Trustees and Full Time Faculty, providing necessary research, consideration, recommendations, and communication of those goals to the various school stakeholders. This role works closely with Faculty Leadership when concerns arise about pedagogy, students, parents, or instructional personnel. The Administrative Chair also works closely with the Board of Trustees and its mandated committees in overseeing the financial and legal wellbeing of the school. As a school leader, the Administrative Chair serves as a primary advocate for, and embodiment of, school values and culture.

The Waldorf School of St. Louis is an AWSNA associate school with students in Pre-K through Grade 8, founded in 1993 and actively working toward full accreditation. Our community features an active parent body, committed Board, strong Administration, and collaborative Faculty. We are located in the Webster Groves community, just west of downtown St. Louis.

We welcome you to visit us and see our students in action. At The Waldorf School of St. Louis, we rethink what is possible in education.

For a full job description or to apply, email the following to employment@waldorfstl.org:

Cover Letter with a short autobiographical statement
Resume or summary of your applicable knowledge/experience
References

We offer:

Small class sizes and engaged, curious students
5% Health Insurance reimbursement for full time employees
Training funds (up to 50% reimbursement) for professional development
Collaborative faculty and staff who make decisions by consensus
A campus in the heart of Historic North Webster with access to parks, and outdoor spaces that are integral to our students’ school day and overall educational experience through outdoor playtime, experiential learning, kinesthetic learning, and curiosity about the world beyond the classroom walls
Tuition discounts for children of employees, up to 100% for FT employees
Mentoring programs and strong, supportive, collegial relationships

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Middle School Science Teaching Position Saul Mirowitz Jewish Community School

Math Teacher (Sixth - Eighth grade) Marian Middle School

Special Education Teacher Academy of St. Louis

School Counselor/Therapist Academy of St. Louis

Teacher Assistant / Paraprofessional Academy of St. Louis

Full-Time Social Media Coordinator St. Joseph’s Academy

Substitute Teachers Central Christian School

Substitute Teachers New City School

Block Teacher - Part Time The Waldorf School of St. Louis

Foreign Language Teacher - Part Time The Waldorf School of St. Louis

Administrative Chair The Waldorf School of St. Louis

Early Childhood Assistant The Waldorf School of St. Louis

Substitute Teachers City Academy

After School Assistants Community School

Accountant The St. Michael School of Clayton

Extended Care Staff The St. Michael School of Clayton

Infant / Toddler Teacher The St. Michael School of Clayton

Infant / Toddler Teacher The St. Michael School of Clayton

Substitute Teacher Rossman School