Current Available Positions

Physical Education Teacher (K-8th)

School: Athens Academy
Available Position: Teacher
Description:

Athens Academy Physical Education Teacher (Grades K-8)

The School:
Athens Academy is a co-educational, non-sectarian, independent college preparatory day school of approximately 950 students in grades K3-12 that offers a traditional liberal arts curriculum and innovative approaches to teaching and learning. The school’s mission is to seek “excellence with honor in the educational and personal experience of each student.” Situated on a picturesque campus of 152 acres, Athens Academy admits students from diverse social, economic, religious, and racial backgrounds--all of whom benefit from a challenging academic program, a vibrant arts program, competitive athletics, and a variety of service opportunities. Athens Academy faculty and staff members are dedicated professionals who are not only experts in their respective fields of study, but are also sensitive to the gifts and challenges of individual students.

The Preschool:
Athens Academy’s goal of nurturing secure, successful, well-adjusted, and happy students while challenging them to grow academically begins in the Preschool (half-day program in grades K3, K4, and Pre-first). The Preschool curriculum blends skill building, motor development, and creative activities, as well as free play. Benefiting from activities-based learning, children learn the foundations of reading, writing, and mathematics. Activities are carefully tailored to individual interests, abilities, and development. Preschool students at Athens Academy also benefit from hands-on activities in discovery centers, outdoor gardens, art rooms, music rooms, a dedicated media center, and a spacious playground, all in a state-of-the-art facility which opened in 2011. The Preschool is composed of approximately 120 students and 22 teachers, assistant teachers, and instructional support staff.

The Lower School:
Lower School students (grades 1-4) at Athens Academy acquire a solid foundation in language arts, mathematics, science, and social studies, while also learning about responsibility, collaboration, and self-expression. A science laboratory classroom with a specialist teacher, a media center with a story telling room, and a discovery center used for a variety of activities all support classroom instruction. World languages, music, art, drama, and physical education classes are also woven into the fabric of the curriculum. Building upon traits developed as early as the Preschool, Lower School students are proud to uphold the concepts of mutual respect and kindness, as indicated by the “Kind Language Spoken Here” signs throughout the campus. The Lower School is composed of 250 students supported by approximately 30 teachers, assistant teachers, and instructional support staff.

The Middle School:
Recognizing that Middle School students are in a rapid mental, emotional, and physical growth stage of life, Athens Academy emphasizes responsibility, creativity, independent thinking, personal values, and service to others. Middle School students (grades 5-8), begin to master broader and more rigorous aspects of learning that include written expression, vocabulary, problem-solving, research, scientific investigation, and teamwork. An emphasis on critical and creative thinking runs throughout the curriculum. Opportunities for public speaking, performing, publication, and athletic competition complement the challenging academic program.

The Position:
Athens Academy seeks a dynamic, creative, and versatile full-time physical education teacher, beginning in August 2019. Essential characteristics include love of children, energy, flexibility, the ability to work with others, a good sense of humor, and a firm foundation in physical education. We are looking for someone who is excited to become a part of our community and enjoys and understands the needs and development of Lower and Middle School children. Coaching one or more Middle School and/or Upper School sports each year is a requirement of this position.

Application Process:
The school will accept materials from interested candidates until Thursday, February 28, 2019.
A completed packet will include the following components:
• Cover letter expressing interest in Athens Academy and this position
• Statement of educational philosophy, including thoughts on opportunities for teaching and learning in today’s educational environment
• Resume or curriculum vitae
• Names of three references and contact information

Interested candidates are encouraged to send their materials to:
Julie Brown, Middle School Receptionist
Athens Academy
1281 Spartan Lane
Athens, GA 30606
jbrown@athensacademy.org
(706) 549-9225

Additional Information:
Several years ago, the faculty created the following list to describe the desired traits of Athens Academy faculty and administrators. It is included in the spirit of providing some additional insight into what we value as a community of learners.
• Commitment to the school’s mission
• Passion and ability to meet the needs of each student, instructionally and emotionally—students are our highest priority and all we do/every decision we make is with their well-being in mind
• Knowledge of subject matter taught
• Knowledge of instructional methods being used and potential for introducing/supporting new instructional methods, including incorporating technological advances
• Professionalism in interactions with parents, students, colleagues, and the community
• Ability to lead and ability to work in a team
• Commitment to continuous professional improvement
• Positivity and effectiveness as a communicator
• Passion for subject matter taught
• Focus on family and community
• Participation in the life of the school beyond the classroom
• Advocacy for individual students

Thank you for your interest in Athens Academy.

Athens Academy is an equal opportunity employer and educational institution. In hiring, the school will select the best-qualified applicant without regard to race, color, religion, sex, age, national origin, handicap, veteran status, or sexual orientation.

Director of Advancement

School: Cumberland Academy of Georgia
Available Position: Non-teaching Staff
Description:

Summary: Responsibilities for maintaining and updating donor database. Work with board members and administration team on solicitations, annual fund, gala, grant development, scholarships and other events.
Responsibilities: Research grants suited for our school needs and population. Develop donor communication. Prepare personalized solicitation letters to make sure thank you letters are individualized. Spearhead annual gala to ensure a successful event to include working closely with parents through entire process. Build/increase goal scholarship fund with an organized plan for solicitations to businesses and stakeholders. Work with Board of Directors on special projects towards schools strategic plan and current goals.

Experience: 3-5 years non-profit development experience, grant research and writing experience. Development database experience preferred.

Come be a part of this growing special needs school with a very busy/thriving environment.
Salary commensurate with experience, strong benefits plan!

Interested candidates please send a cover letter and resume to Debbi Scarborough, Founding Director and Headmaster at debbi.scarborough@cumberlandacademy.org.

Middle School Writing Teacher

School: Cumberland Academy of Georgia
Available Position: Teacher
Description:

Cumberland Academy of Georgia is a fully accredited private school specializing in the needs of children with Asperger’s Syndrome, ADD, ADHD, high functioning autism, PDD-NOS, and learning disabilities in Sandy Springs. We are seeking a Middle School Writing teacher for the 2019-2020 school year. The job description is below:

The job of a Middle School Writing teacher includes providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans for all Middle School Writing courses and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

Interested candidates please send a cover letter and resume to Principal, Doug Long at doug.long@cumberlandacademy.org.

Middle School Science Teacher

School: Cumberland Academy of Georgia
Available Position: Teacher
Description:

Cumberland Academy of Georgia is a fully accredited private school specializing in the needs of children with Asperger’s Syndrome, ADD, ADHD, high functioning autism, PDD-NOS, and learning disabilities in Sandy Springs. We are seeking a Middle School Science teacher for the 2019-2020 school year. The job description is below:

The job of a Middle School Science teacher includes providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans for all Middle School Science courses and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

Interested candidates please send a cover letter and resume to Principal, Doug Long at doug.long@cumberlandacademy.org.

High School Computer Science Teacher

School: Cumberland Academy of Georgia
Available Position: Teacher
Description:

Cumberland Academy of Georgia is a fully accredited private school specializing in the needs of children with Asperger’s Syndrome, ADD, ADHD, high functioning autism, PDD-NOS, and learning disabilities in Sandy Springs. We are seeking a High School Computer Science teacher for the 2019-2020 school year. The job description is below:

The job of a High School Computer Science teacher includes providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans for all High School Computer Science courses and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

Interested candidates please send a cover letter and resume to Principal, Doug Long at doug.long@cumberlandacademy.org.

High School Spanish Teacher

School: Cumberland Academy of Georgia
Available Position: Teacher
Description:

Cumberland Academy of Georgia is a fully accredited private school specializing in the needs of children with Asperger’s Syndrome, ADD, ADHD, high functioning autism, PDD-NOS, and learning disabilities in Sandy Springs. We are seeking a High School Spanish teacher for the 2019-2020 school year. The job description is below:

The job of a High School Spanish teacher includes providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans for all High School Spanish courses and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

Interested candidates please send a cover letter and resume to Principal, Doug Long at doug.long@cumberlandacademy.org.

High School English Language and Literature Teacher

School: Cumberland Academy of Georgia
Available Position: Teacher
Description:

Cumberland Academy of Georgia is a fully accredited private school specializing in the needs of children with Asperger’s Syndrome, ADD, ADHD, high functioning autism, PDD-NOS, and learning disabilities in Sandy Springs. We are seeking a English Language and Literature teacher for the 2019-2020 school year. The job description is below:

The job of an English Language and Literature teacher includes providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans for all English Language and Literature courses and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

Interested candidates please send a cover letter and resume to Principal, Doug Long at doug.long@cumberlandacademy.org.

After School Manager

School: Wesleyan School
Available Position: Teacher
Description:

Wesleyan School is a K - 12 Christian school of academic excellence located in Peachtree Corners, GA, a northeastern suburb of Atlanta. Wesleyan is a full activity school with opportunities for students to participate in athletics and the arts. This open position is for a After School Manager position to begin in the 2019-2020 school year. Interested candidates should visit the website at www.wesleyanschool.org to learn more about the school and to complete an online application.

Director of Academic Learning Support

School: Wesleyan School
Available Position: Teacher
Description:

Wesleyan School is a K - 12 Christian school of academic excellence located in Peachtree Corners, GA, a northeastern suburb of Atlanta. Wesleyan is a full activity school with opportunities for students to participate in athletics and the arts. This open position is for a Director Academic Learning Support position to begin in the 2019-2020 school year. Interested candidates should visit the website at www.wesleyanschool.org to learn more about the school and to complete an online application.

Urgent – School Nurse

School: The Howard School
Available Position: Non-teaching Staff
Description:

Looking to fill this position by Friday, February 8th

RESPONSIBILITIES AND DUTIES
• Oversees all health issues in the school as they relate to students.
• Develops policies, procedures, guidelines and work standards for school health program.
• Collaborates with other child-support agencies, including the School Nurse Community.
• Monitors compliance of school health programs with federal, state and local laws, regulations and policies.
• Initiates program changes as needed.
• Prepares health reports for supervisor, school records and health department.
• Provides first aid care and medically prescribed services per the instructions of the student’s doctor/health provider.
• Obtains Care Plans for students with significant health issues.
• Communicates, educates, and serves as a resource to faculty/staff regarding critical care student needs, chronic health problems, allergies, etc.
• Maintains security of school health supplies according to established protocols.
• Maintains a log of expiration dates and re-orders Epi-pens, Narcan, AED Batteries, etc.
• Orders and maintains inventory of over the counter (OTC) medications and supplies provided by the school.
• Manages the budget for the clinic.
• Prepares and maintains emergency “go bags” for faculty/staff, coaches, etc.
• Oversees the schools Emergency Response Team.
• Serves as a resource person on health issues.
• Provides staff development on health-related topics and trainings including CPR, AED and First Aid instruction for faculty, staff and coaches.
• May provide health education including CPR, AED and First Aid instruction for select student groups.
• Provides follow-up evaluations on students as required.
• Recommends corrective action when appropriate where problems are identified.
• Corresponds with school and parent communities on health needs of children.
• Maintains, monitors, and records student health forms including immunizations, yearly physicals, health findings, and other relevant health data in the school’s database system.
• Organizes annual flu shot clinic for faculty and staff to obtain preventative vaccinations.
• Organizes annual Wellness Clinic for faculty and staff.

February 2019
Exempt, Non-Instructional Faculty
11 month position

We may consider the possibility of a shared position, working alternate full days or shifts. Please indicate your availability.
Reports to: Director of Admissions

Position Purpose: The employee identifies and treats minor health issues of students on a daily basis and provides instruction in the maintenance of good health and disease prevention. The employee must evaluate the physical conditions of students and refer students to appropriate resources as needed. Decisions made by this employee require discretionary judgment and analysis.

• Partners with the Director of Athletics and coaches as needed.
• Attends the annual School Nurse Conference and other professional development opportunities.
• Regular and predictable attendance is an essential function of the job.
• Secure substitute when needed.
• Performs any other duties as may be assigned by the head of school and/or supervisor.

KNOWLEDGE, SKILLS AND ABILITIES
• Considerable knowledge of childhood and adolescent medical disorders and treatment.
• Considerable knowledge of child growth and development.
• Working knowledge of public health problems and procedures for treatment in coordination with other health and social service agencies.
• Working knowledge of Federal, State, and Local laws and regulations affecting the delivery of school health services.
• Some knowledge of the school organization and the community served.
• Ability to identify abnormal growth and development and symptoms of disease.
• Ability to coordinate and facilitate services between the school, local health agency, and other community resources.
• Ability to develop and maintain health records on students.
• Ability to develop positive working relationships.
• Demonstrate a genuine interest in the student population and its health needs.
• Organize the clinic and manage time wisely.
• Working knowledge of a computer and learn various software applications.

SUGGESTED TRAINING AND EXPERIENCE
Completion of training necessary for licensing as a registered nurse and experience in pediatrics and/or public health nursing preferred. School nurse experience preferred.

SPECIAL REQUIREMENTS AND EDUCATION
• Must have a valid license to practice as a Registered Nurse (RN) State of Georgia; BSN prefer.
• Must maintain current instructor certification in cardiopulmonary resuscitation (CPR) and first aid from a recognized provider (e.g., American Heart Association)

Physical Requirements and Work Environment
• Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 75 pounds; and to bend, stoop climb stairs and reach overhead.
• Work primarily in a traditional climate controlled office environment.
• Work intermittently in outside weather conditions, including extreme heat and cold.

School Administrator

School: The Waldorf School of Atlanta
Available Position: Administrator
Description:

Overview:

The Administrator provides full-time administrative leadership for The Waldorf School of Atlanta. In partnership with the Pedagogical Chair, the Administrator shares the responsibility for all executive functions of the School, delivering strong collaborative leadership through dedication to the principles of Waldorf education for the benefit of students, families, and the wider Waldorf School of Atlanta community. This includes collaboration with the Pedagogical Chair to facilitate the implementation of goals outlined by the WSA Strategic Plan and the current Accreditation Self-Study.

The Administrator is responsible for the facilitation and coordination of school business, the development and implementation of administrative policies, procedures, and programs, the management of all administrative staff, and the oversight of the school facilities. The Administrator will oversee, with support from the school’s Business Manager, the preparation and administration of school funds. S/He will encourage and model timely and effective communication among individuals and groups in the school community and will represent the school at both internal and external events. The Administrator is responsible for ensuring that all staff work is consistent with the goals outlined by the Strategic Plan of the school and is empowered to make staffing changes to meet these goals. The Administrator provides an administrative/legal/financial perspective for all major decisions that affect the students, faculty, and staff of the school.

Qualifications and Benefits:

The Administrator must be in harmony with, and ideally exhibit knowledge of, Waldorf school philosophy, its educational principles, techniques, and methods. S/he will have a strong practical connection to the pedagogical needs of the school’s students and faculty. S/he will have knowledge of general principles of effective public relations and will foster healthy relationships between staff members and parents. The position requires the ability to handle personal and confidential information with discretion. Bachelor’s degree required; advanced degree preferred.

• Salaried, Exempt
• Salary is based on education and administrative experience
• Benefits Eligible

Our School and Community:

Founded in 1986 as a preschool/kindergarten program, The Waldorf School of Atlanta graduated its first eighth grade class in 2000. We currently offer preschool to grade eight education for approximately 240 students, including Spanish, Eurythmy, Movement Education, Music (Recorder, Strings, Chorus, Drumming), Handwork, Woodwork, Practical Arts, and Sports Programs. Our parent/child program warmly introduces young families to Waldorf education. The school is fully accredited by the three regional accrediting bodies and is a full member of AWSNA. Academe of the Oaks Waldorf High School opened in the fall of 2003, just five minutes from our campus.

Our experienced and creative faculty works closely with an active and dedicated Board of Trustees and a committed and talented parent community. An established Core Faculty with years of Waldorf experience share a strong commitment to studying and working with anthroposophy. Several of our faculty, staff, parent and community members support local branches of the Anthroposophical Society and the Christian Community. In fact, the 2019 Anthroposophical General Meeting and the 2020 Christian Community Conference will be held in the Atlanta area.

To Apply:

Please send a letter of introduction, resume, short biography, and three references to the attention of the Teacher Search Committee at jobs@waldorfatlanta.org (Subject line: Administrator Search).

High School Math Teacher

School: Pinecrest Academy
Available Position: Teacher
Description:

Position Overview
The High School teacher creates and maintains an effective learning environment for his students. The teacher knows, assimilates, and fully practices the ideals, principles, and teaching methodology of the school. The teacher carries out his work professionally and with a spirit of initiative, creating an environment of confidence and respect. The High School teacher fosters a love for the truth, and a love for learning, and works to effectively carry out the mission of forming Christian servant leaders.
Reporting Structure
High School Teachers report to their respective Department Chairs

Qualifications
High School Teachers should meet the following qualifications:
Education: ​Minimum of Bachelor’s Degree in Secondary Education or subject taught (Master’s preferred)
Professional License in Education

Specific Responsibilities
The specific responsibilities of the High School Teacher include, but are not limited to, the following:
Plan and carry out lessons in subject taught
Select and use a variety of learning resources and technology to effectively reach all students
Implement differentiated instruction techniques to meet the diverse needs of students
Develop and maintain curriculum map and submit all lesson plans to department chair as directed
Assess students to evaluate their abilities, strengths, and weaknesses
Assess student work and give timely and appropriate feedback;
Communicate areas of student concern to parents in a timely manner
Maintain regular and professional communication with parents concerning student academic progress
Communicate areas of concern to department chair in a timely manner
Teach students as an entire class or in small groups
Communicate with parents about students’ progress
Work with individual students to challenge them, to improve their abilities, and to work on their
weaknesses
Prepare students for standardized tests required by the state
Develop and enforce classroom rules
Maintain an effective and formative classroom environment according to school guidelines using
appropriate classroom management techniques
Monitor environment to ensure that it remains clean, safe, and in good condition
Supervise students outside of the classroom—for example, at lunchtime or during detention
Assist in the preparation and coordination of school celebrations, activities, academic contests, and
formation programs
Work directly with department chair and high school administration to implement a positive school
culture and carry out the mission of forming Christian servant leaders
Effectively carry out assigned extra duties
Maintain a professional demeanor at all times with students
To perform other duties as assigned by the Department Chair or Principal of the school.

Speech & Language Pathologist – Current School year – 2018-19

School: Swift School
Available Position: Teacher
Description:

Swift School is an independent school serving grades 1-8 located in Roswell, GA 20 minutes north of Atlanta. Serving a population of approximately 265 students, Swift’s mission is to prepare students with dyslexia and related language-based learning differences to be successful in life. Our core values include community, excellence, individuality, nurture, and potential. Our teachers are passionate about teaching children with learning differences. We recognize that each child is unique, and our teaching approach, time frame, and expected outcomes reflect the student’s individuality. Given that students have a variety of needs, our teachers and administrators often interact with external support professionals to ensure the best overall academic plan for each student. A Speech and Language Pathologist is responsible for assessing areas of difficulty, working with students, and supporting teachers in such a way that results in students achieving academic success in accordance with Swift School policies.

Qualifications:
● A Master’s degree or higher in Speech-Language Pathology

Responsibilities Include:
● Teach language learning strategies in small and large group settings to students throughout the school
● Collaborate with and serve as a resource for teachers to support the speech and language needs of the students
● Serve as a member of the Learning Support Team by providing speech and language recommendations, as well as speech and language intervention when recommended
● Ensures that student growth and achievement is continuous and appropriate
● Maintains effective and efficient record keeping procedures according to school policy
● Creates and fosters relationships, both orally and in writing, with all constituents of the school on a regular basis and as required by school policy
● Models professional and ethical standards when dealing with all constituents of the school
● Prepares and delivers student assessment data effectively according to school policies
● Participates in professional development opportunities offered by the school
● Sets goals that are aligned with Swift’s mission and values
● Consistently meets professional obligations such as: meeting various deadlines, honoring schedules, coordinating efforts and timely attending required meeting
● Serves the mission of the Swift School as an ambassador and participates in community-building
● Perform other duties as assigned by Director of Learning Support and the Head of School

Lower Division Teacher – 2019-2020

School: Swift School
Available Position: Teacher
Description:

Swift School is an independent school serving grades 1-8 located in Roswell, GA 20 minutes north of Atlanta. Serving a population of approximately 200 students, Swift’s mission is to prepare students with dyslexia and related language-based learning differences to be successful in life. Our teachers are passionate about teaching children with learning differences. We recognize that each child is unique. Our teaching approach, time frame, and expected outcomes reflect the student’s individuality. Given that students have a variety of needs, our teachers and administrators often interact with external support professionals to ensure the best overall academic plan for each student. A Lower Division Lead Teacher is responsible for organizing and implementing the instructional program in order for students to achieve academic success in accordance with Swift School policies and mission.

Qualifications:
● A bachelor’s degree or higher required in education or related field of study
● A minimum of 2 years successful teaching experience in the field of language learning differences preferred
● Knowledge of Dyslexia
● Teacher certification required
● Experience teaching structured literacy (Orton Gillingham Approach, Wilson)
● Possess a professional growth mindset

Responsibilities Include:
● Plan, prepare, and implement instructional activities that contribute to a climate where students are actively engaged in meaningful and appropriate learning experiences
● Implement research-based interventions that are based on relevant classroom data
● Prepare and deliver student assessment data effectively in order to create an intervention plan that matches the student needs
● Establish quarterly goals for student achievement
● Integrate appropriate technology tools into classroom instructional activities and lessons
● Modify and accommodate curriculum materials and delivery of lessons to meet the student’s needs
● Create a positive learning environment characterized by effective management of student behavior, positive interactions, and use of the Swift School Code of Conduct expectations and mission
● Maintain effective and accurate records of communication and student data
● Create and foster relationships, both orally and in writing, with all constituents of the school on a regular basis regarding learning outcomes, progress towards objectives and participation on learning activities as required by school policy
● Collaborate with peers to enhance a positive and effective instructional environment and seek the support of the human resources available within the school
● Model professional and ethical standards when dealing with all constituents of the school
● Participate in professional development opportunities offered by the school
● Identify professional development objectives and actively seek opportunities for professional growth to meet objectives
● Consistently meet professional obligations such as: completing the supervised practicum for Associate level of the Orton Gillingham Association, meeting various deadlines, and honoring schedules
● Serve the mission of Swift School as an ambassador and participate in community-building
● Support the school and its leadership

Teacher – PreK

School: Pinecrest Academy
Available Position: Teacher
Description:

Position Overview
The PreK teacher creates and maintains an effective learning environment for his students. The teacher knows, assimilates, and fully practices the ideals, principles, and teaching methodology of integral formation. The teacher carries out his or her work professionally and with a spirit of initiative, creating an environment of confidence and respect. The PreK teacher fosters a love for the truth, and a love for learning, and works to effectively carry out the mission of forming Christian servant leaders.

Qualifications
The PreK Teacher should meet the following qualifications:

Minimum of the following:

Education
Minimum of Bachelor’s Degree in Education, preferably Early Childhood (Master’s Degree preferred)

Professional License in Education

Specific Responsibilities
The specific responsibilities of the Lower School Teacher include, but are not limited to, the following:
Recognizes and supports the unique Catholic Mission of the school by speaking, acting, and instructing consistent with the teachings of the Catholic Church
Gives evidence of lived Gospel values by being an active member of a faith community and being open to the importance of personal faith journey; strives to model the teaching of Jesus by attitude and example.
Plan and carry out lessons in subject taught
Select and use a variety of learning resources and technology to effectively reach all students
Implement differentiated instruction techniques to meet the diverse needs of students
Develop and maintain curriculum map and submit all lesson plans to department chair as directed
Assess students to evaluate their abilities, strengths, and weaknesses
Assess student work and give timely and appropriate feedback;
Communicate areas of student concern to parents in a timely manner
Maintain regular and professional communication with parents concerning student academic progress
Communicate areas of concern to department chair in a timely manner
Teach students as an entire class or in small groups
Communicate with parents about students’ progress
Work with individual students to challenge them, to improve their abilities, and to work on their weaknesses
Prepare students for standardized tests required by the state
Develop and enforce classroom rules
Maintain an effective and formative classroom environment according to school guidelines using appropriate classroom management techniques
Monitor environment to ensure that it remains clean, safe, and in good condition
Supervise students outside of the classroom—for example, at lunchtime or recess
Assist in the preparation and coordination of school celebrations, activities, academic contests, and formation programs
Work directly with Grade Level supervisor and administration to implement a positive school culture and carry out the mission of forming Christian servant leaders
Effectively carry out assigned extra duties
Maintain a professional demeanor at all times with students

To perform other duties as assigned by the Principal of the school.

Substitute Teacher

School: Pinecrest Academy
Available Position: Teacher
Description:

Position Overview
The Substitute Teacher is accountable to the Principal or Assistant Principle The Substitute Teacher is responsible for providing classroom coverage for a teacher who is absent.
The substitute works the regular hours of the absent classroom teacher during his/her absence. Including but not limited to lunch, carpool, after care duties.
Qualifications
The Substitute Teacher should meet the following qualifications:
Bachelor’s Degree perferred.
A license is not required but preference is givien to those eligible for, or in possession of, approve Georgia Teaching License in the subject.
Familiarity with the subject(s) being taught.
Demonstrate some knowledge of the principles and methodologies of effective teaching.
Ability to communicate effectively verbally and in writing.
Ability to establish and mainitain effective working relationships with students, staff, parents, & the public.

Specific Responsibilities
The specific responsibilities of the Substitute Teacher include, but are not limited to, the following:
Teaches content and skills in subject area utilizing curriculum designated by Pinecrest Academy and other appropriate learning activities.
Establishes and maintains standards of student behavior needed to provide an orderly, productive classroom environment.
Identifies student needs and cooperates with other professional staff members in assessing and helping students solve learning, health and attitude problems.
Communicates with teacher (s) and school counselors on student progress or issues.
Supervises students in assigned out-of-classroom activities during the working day.

Physical Education/Weightlifting Teacher

School: Pinecrest Academy
Available Position: Teacher
Description:

Position Overview
The physical education/weightlifting teacher has the mission of integrally forming students (academically, humanly, spiritually, and apostolically) assigned to his classes.
The physical education/weightlifting teacher has the responsibility of providing a high quality physical education program at the school. He/she implements the physical education/weightlifting curriculum. He/she encourages, assesses, monitors, and records the progress of individual students.
Recognizing that physical education is a means of forming character and exercising Christian virtue, the physical education/weightlifting teacher contributes to the integral formation of students by: fostering a love of learning, cultivating their appreciation for a healthy lifestyle, and teaching them the value of concentration, perseverance, self control, teamwork, and healthy competition.
The physical education/weightlifting teacher creates and maintains an effective learning environment for his students. He/she must assimilate and practice the ideals, principles, and teaching methodology of the school. He/she must carry out his work professionally with a spirit of initiative, creating an environment of safety, confidence, and respect.
The physical education/weightlifting teacher carries out his responsibilities with the awareness that he is above all an apostle of Christ. His life, witness of faith, and professional dedication serve as an example of the importance with which he views the mission entrusted to him.
Qualifications
The physical education teacher meets the following qualifications:
University education degree in physical education, with a post-graduate degree preferred
Valid teaching certificate
Valid First-Aid/CPR certification
Minimum of two years’ physical education teaching experience
Leadership and teamwork capabilities
Excellent communication and organization skills
Skill for transmitting knowledge and stimulating a desire to learn
Excellent social qualities
Firm and kind character
Capacity for managing groups
Honest and faithful to the school
Support and appreciate the teachings of the Catholic Church;demonstrate an openness to the apostolic mission of the school and the method of integral formation

Reporting Structure
The physical education teacher reports to the department chair and in his absence to the Assistant Principal. In the absence of the Assistant Principal, he/she reports to the Principal.

Specific Responsibilities
The specific responsibilities of the physical education teacher include, but are not limited to, the following:
Planning, preparing, and delivering physical education/weightlifting lessons in accordance with the approved physical education/weightlifting curriculum to assigned grade level classes Providing weekly lesson plans to the immediate supervisor Administering all activities associated with the physical education/weightlifting program
Motivating and challenging students to constant personal improvement by guiding students toward development of leadership, intellectual, and physical skills; an appreciation for a healthy lifestyle; and full participation in the physical education program
Making use of the physical education/weightlifting program to form in the students the following habits and attitudes:
Enthusiastic and effective participation of all students centered in charity and appreciation for all aspects of the physical education/weighlifting activity
Teamwork and a healthy competitive spirit requiring cooperation, self- control, and universal charity
Sportsmanlike conduct at all times f. Maintaining constant supervision and discipline of students inside and outside the gymnasium, athletic fields, and physical education classroom
Maintaining a safe, effective and formative learning environment within the gymnasium, athletic fields, and classroom according to school guidelines; monitoring the gymnasium, athletic fields, and classroom to ensure they are clean, safe, and in proper condition
Maintaining appropriate records of student progress and reporting grades according to school guidelines; recommending students for athletic awards as described in the School Manual
Keeping up to date with developments in the field of physical education/weightlifting (i.e., new resources and methods; developing new materials in support of the approved curriculum) Selecting and using a range of different resources and equipment appropriate
for achieving student formation objectives k. Devising and adapting resources to suit the formation needs of students; supporting students one-on-one through skill development
Assisting in the preparation and coordination of school-wide activities and formation programs m. Developing, organizing, and monitoring school-wide athletic competitions, if appropriate
Managing student behavior during physical education class time, applying appropriate and effective motivational discipline measures in cases of inappropriate behavior; informing the Assistant Principal in a timely manner of any student behavior infractions
Fulfilling student supervision duties as assigned
Participating in regular AC/T and departmental meetings, parent/teacher conferences, and school events, as directed by supervisor
Actively participating in school-sponsored professional development Helping maintain inventory of athletic equipment; submitting order requests as needed
Supporting in the care and maintenance of sports facilities according to school guidelines; ensuring a clean, safe, and formative environment Liaising with other professionals including the athletics director, deans of students, formation instructors, guidance counselors, and classroom teachers, as required.

Resume should be sent to careers@pinecrestacademy.org. Thank you!

After Care Support (Part-Time)

School: The Howard School
Available Position: Non-teaching Staff
Description:

Non-Exempt, Hourly Instructional Faculty W.I.N.G.S. After Care Programs Coordinator and/or Principal(s)

Hours:
The After Care Support will create a dynamic, safe and enriching program after the school day hours. The Facilitator will supervise student recreational activities, provide mentoring for homework and facilitate enrichment activities.
2:00 – 5:30 PM, Monday – Friday, following the school calendar. (Flexible as needed)

Essential Job Duties/Responsibilities:
1. Coordinates with aftercare staff to maintain program consistency and manage day-to-day activities.
2. Ensure all school policies are being followed and maintain reporting and safety systems.
3. Meets with assigned teacher mentor twice a month and participates in the classroom two afternoons a month or as possible.
4. Supervises and assists students during carpool transition until the time students are picked up from School.
5. Maintains and respects confidentiality of student and school personnel information.
6. Maintains a discipline and classroom control that fosters a safe and positive environment for all students and staff in accordance with the School policies.
7. Ensures the adequate supervision to assure health, welfare, and safety of all students.
8. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
9. Develops a daily program agenda for After-care students to follow.
10. Works with students in whole groups, small groups or individually.
11. Prepares for classroom learning experiences by organizing appropriate materials.
12. Facilitates planned activities for groups of 2-10 students including but not limited to, games and indoor/ outdoor recreation, arts and crafts and cooking.
13. Assists students with homework assignments and other special projects
14. Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible.
15. Monitors and/or maintains classroom guidelines, safety policies and school policies.
16. Reinforces disciplinary policies and procedures.
17. Escorts and/or accompanies students, per procedures, during emergency
situations.
18. Maintains weekly attendance sheets.
19. Attends weekly meetings and/ or as needed.
20. Performs other duties as assigned
21. May drive the school bus
22. Regular and predictable attendance is an essential function of the job

Physical Requirements:
Audible voice and adequate hearing and vision are required in order to supervise the students. Sufficient mobility and agility needed to interact with children. Typically sustained physical activity, such as hiking and other activities encountered in outdoor and physical education. Bends, stoops, and crouches on a regular basis. Ability to lift a small child up to 75 lbs. when necessary.

Knowledge, Skills, Abilities and Minimum Qualifications:
At least one year of experience with children and/or adolescents required; experience in a classroom environment in a supporting role preferred. Math and/or reading experience a plus. Basic computer skills (typing, Microsoft Word and Internet) helpful.

Support Teacher – General

School: The Howard School
Available Position: Teacher
Description:

FLSA Classification: Non-Exempt, Instructional Staff
Reports To: Principal(s)

Position Overview: The Howard School recognizes and celebrates learner passions and strengths, while also addressing their disabilities and weaknesses, and believes that learners are neither defined nor limited by labels. We seek an experienced educator to join an interdisciplinary team who is committed to interactive project- based learning, student self-knowledge and self-advocacy, the expressive arts, and collaboration. Ideal candidates have the attributes of flexibility, humor, collaboration, creativity, and passion for emerging research and pedagogy. They must possess the insight and skills to participate fully on a team which brings research-based expertise, depth of experience, and enthusiasm to a full and robust academic program that includes the arts, technology and athletics.
Position Purpose: To support the Lead Teacher with work and activities inside and outside of the classroom, expanding opportunities for more individualized instruction and collaborative teaching.

Teacher Characteristics:
● Committed to designing and adapting instruction to meet a range of student learning needs and interests
● Committed to multidisciplinary instruction, encouraging students' creative expression, incorporating student interest and passions, and developing critical thinking
● Curious about the world of ideas across multiple disciplines, and excited to teach across different disciplines.
● Committed to and skilled in differentiation
● Highly collaborative and excited about generating curriculum and assessment ideas in a team setting
● Curious, creative, self-reflective, and willing to take initiative and run with new ideas
● Clear and engaging communicator with children and adults

Essential Functions
● Works with students in whole groups, small groups or individually during classroom learning experiences, as directed by Lead Teacher
● Supervises and assists students during carpool, breaks and lunch periods
● Escorts and/or accompanies students to P.E., art and music classes, or other special arrangements
● Performs administrative/class related duties to support the classroom, including making copies, returning phone calls, etc.
● Prepares for classroom learning experiences by organizing appropriate materials as directed by Lead Teacher
● Escorts and/or accompanies students to the office for medical attention
● Schedules, confirms and arranges transportation for field experiences
● Accompanies students on field experiences, which may include overnight trips
● Drives school vehicle (optional but preferred)
● Monitors and/or maintains classroom guidelines, as directed by Lead Teacher
● Escorts and/or accompanies students, per procedures, during emergency situations
● Attends faculty meetings and POD meeting, as directed by Lead Teacher and/or Principals
● Leads class when teacher is absent and/or involved in collaborative planning or meetings
● Assists Lead Teacher and students with student-run conference preparation
● Assists teachers during pre-planning and on teacher work days
● Attends conferences or supervises students during conferences
● Any other tasks as assigned by the Lead Teacher and/or Principal and her/his designee
● Performs other duties as assigned
● May drive the school bus
● Regular and predictable attendance is an essential function of the job

Qualifications
● Bachelor’s degree required.
● At least one year of experience with children and/or adolescents required; experience in a classroom environment in a supporting role preferred
● Math and/or reading experience a plus.
● Basic computer skills (typing, Microsoft Word and Internet) helpful.
● Ability to work with collegial teams.
● Flexible teaching background and interest in teaching electives, coaching and/or advising clubs is a plus

Physical Requirements and Work Environment
1. Must have the ability to sit and stand for extended periods of time; exhibit
manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 75 pounds; and to bend, stoop climb stairs and reach overhead.
2. Work primarily in a traditional climate controlled office environment.
3. Work intermittently in outside weather conditions, including extreme heat and cold.

Substitute Teacher

School: The Howard School
Available Position: Teacher
Description:

FLSA Classification: Non-Exempt, Instructional Staff
Reports To: Assistant Head of School Position

Purpose: Manages student learning in accordance with the goals and directives of the school and the division.

Essential Functions
The minimum performance expectations include, but are not limited to, the following functions/tasks:
• Maintains and respects confidentiality of student and school personnel information
• Maintains a discipline and classroom control that fosters a safe and positive environment for all students and staff in accordance with the School policies
• Ensures the adequate supervision to assure health, welfare, and safety of all students
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Reports to office upon arrival at school; requests clarification of school rules and procedures, if necessary
• Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible
• Implements lesson plans, while ensuring the integrity of academic time and in a manner which motivates students to learn and participate
• Organizes students for effective instruction
• Dismisses all students from the classroom before leaving the building
• Collects and places students’ papers in regular teacher’s desk
• Returns instructional materials, equipment, and keys to proper place
• Determines if his/her services will be required for the next school day
• Complies with and supports school and division regulations and policies
• Models non-discriminatory practices in all activities
• Performs other related duties as assigned by Principal(s) in accordance with school/division policies and practices.

Qualifications/Skills
• Must be able to follow oral and written directions and have the ability to establish effective working relationships with staff and students.
• Ability to maintain effective classroom management strategies.
• Bachelor degree or higher.
• Standard Teacher Certificate prefer
• Ability to read and implement instructional plans. Ability to correspond with parents and administration. Ability to effectively present information and respond to questions from administration, parent, students, staff members, and the general public as requested.
• Ability to work with basic mathematical concepts.
• Ability to solve practical problems.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Ability to maintain effective relationships with students, parents, peers and administration. Skilled in oral and written communication.

Lead Teacher – General

School: The Howard School
Available Position: Teacher
Description:

FLSA Classification: Exempt, Instructional Staff Reports To: Principal(s)

Position Overview: The Howard School recognizes and celebrates learner passions and strengths, while also addressing their disabilities and weaknesses, and believes that learners are neither defined nor limited by labels. We seek an experienced educator to join an interdisciplinary team who is committed to interactive project-based learning, student self-knowledge and self-advocacy, the expressive arts, and collaboration. Ideal candidates have the attributes of flexibility, humor, collaboration, creativity, and passion for emerging research and pedagogy. They must possess the insight and skills to participate fully on a team which brings research-based expertise, depth of experience, and enthusiasm to a full and robust academic program that includes the arts, technology and athletics.

Position Purpose: The Lead Teacher is responsible, in collaboration with the teaching team, for creating a vibrant, student-centered environment that supports the learning and personal growth of each student. He or she must be skillful in establishing a strong relationship with students and creating learning opportunities that motivate and inspire students to develop all aspects of their profiles.

Teacher Characteristics:
● Committed to designing and adapting instruction to meet a range of student learning needs and interests
● Committed to multidisciplinary instruction, encouraging students' creative expression, incorporating student interest and passions, and developing critical thinking
● Curious about the world of ideas across multiple disciplines, and excited to teach across different disciplines.
● Committed to and skilled in differentiation
● Highly collaborative and excited about generating curriculum and assessment ideas in a team setting
● Curious, creative, self-reflective, and willing to take initiative and run with new ideas
Essential Functions
● Develops lesson plans and supplementary materials compatible with the division’s basic instructional and philosophical standards; provides individualized and small group instruction in order to adapt the curriculum to the needs of each student and subgroups of students
● Translates lesson plans into learning experiences to effectively and actively engage students

JOB DESCRIPTION
● Guides students to know their own profile and to advocate for their learning needs
● Seeks regular field experience opportunities for students that extend the classroom into the broader community
● Works collaboratively with the teaching team on behalf of students, and seeks the ideas, feedback or advice of colleagues as an integral part of effective planning
● Integrates modern technologies, media and other tools into instruction
● Establishes and maintains standards of student behavior through relationship, positive reinforcement and support
● Evaluates and documents academic and social growth of students, and keeps required records
● Communicates regularly and thoroughly with parents or guardians through conferences and other means to discuss student progress
● Supervises and monitors students in class and during transitions so that students are safe physically and emotionally
● Models nondiscriminatory practices in all activities
● Administers testing in accordance with division testing practices
● Responsible for supervision of support staff/teacher
● Performs other duties as assigned
● Regular and predictable attendance is an essential function of the job

Qualifications
● Bachelor’s degree required
● Advanced degree and 3-5 years of classroom experience preferred
● Desire to plan and work collaboratively on a team essential
● Experience with differentiation, or with students with learning differences with an ability and willingness to adjust to student understanding and misunderstanding
● Flexible teaching background and interest in teaching electives, coaching and/or advising clubs is a plus

Physical Requirements and Work Environment
1. Must have the ability to sit and stand for extended periods of time; exhibit
manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 75 pounds; and to bend, stoop climb stairs and reach overhead
2. Work primarily in a traditional climate controlled office environment
3. Work intermittently in outside weather conditions, including extreme heat and cold

Lower and Middle School Principal

School: The Howard School
Available Position: Administrator
Description:

Position Purpose: The Principal is responsible for administering, managing and supervising the Lower and Middle School in the areas of instruction, personnel (faculty, staff and students), curriculum and budget.

FLSA Classification: Exempt, Non-Instructional Staff
Reports To: Assistant Head of School

Essential Functions
1. Working with the Assistant Head of School for Academics, Assistant Lower and Middle School Principal, Lower School Faculty, and Middle School faculty, develops, maintains and supervises the Lower and Middle School program.
2. In coordination with the Assistant Head of School and establishes systems, teaching practices and policies that ensure discussion and appropriate educational intervention for all Lower and Middle School students.
3. Working with Lower and Middle School faculty, shapes the academic and social environment of the Lower and Middle School.
4. Works directly with students and parents on disciplinary issues.
5. Communicates issues, decisions and information to Lower and Middle School faculty, students and parents, as well as to other school divisions and departments, as appropriate.
6. In coordination with the Assistant Head of School, establishes systems to help students, parents and teachers monitor student progress.
7. Coordinates the writing and communication of Learning Profiles, progress reports and other student documents.
8. Communicates regularly with parents via mail, email, conferences, group meetings and/or telephone.
9. Oversees the scheduling of semester classes and semi-annual student conferences.
10. Oversees the coordination of the co-curricular and extra-curricular activity programs of the Lower and Middle School, assisting in maintaining and communicating the calendar of Lower and Middle School events.
11. Together with the Assistant Head of School and the Lower and High School principals, establishes guidelines for proper student conduct and dress, monitors students’ adherence to established school rules and maintains accurate records of student attendance.
12. Fosters teacher leadership, collegiality and a healthy adult culture
13. Conducts regular meetings with Lower and Middle School faculty dealing both with routine school matters and with the exchange of ideas on issues of educational/philosophical interest and concern.
14. Keeps current with, and is cognizant of, school requirements for level- specific students, in coordinating with the Assistant Head of School, counselors, and other administrators (e.g. Admissions). This includes but is not limited to state graduation requirements, psycho-educational testing and accommodations, and other standardized student assessments. The Principal is expected to keep up with current independent and public school trends and practices and assist students, when necessary, with transitions to other school settings.
15. Works with the Director of Admissions to evaluate Lower and Middle School applicants.
16. Keeps current with educational research, practices and initiatives,
attending meetings and conferences, and maintaining relationships with other professionals in the education field.
17. Approves purchases from the Lower and Middle School budget, and submits requests for materials to the Business Office.
18. In coordination with the Assistant Head for Finance and Operations
19. Oversees the physical appearance and function of the Lower and Middle School.
20. Supervises and evaluates Lower and Middle School faculty, assisting them in establishing their annual goals.
21. With the Human Resources Director, orients and assists new Lower and Middle School faculty.
22. With the Human Resources Director, interviews Lower and Middle School teacher candidates.
23. Serves as a member of The Howard School’s Leadership Team, working closely with all members, especially the Assistant Head, and Lower and High School principals.
24. Performs other job-related duties as required.
25. Regular and predictable attendance is an essential function of the job

Qualifications
1. Flexible, collaborative, creative, organized and passionate about emerging research, pedagogy, and educational initiatives.
2. Master’s Degree in an education-related area, with preference given to candidates with training and experience in literacy, special education or robust differentiation.
3. A preference of a minimum of seven to ten years administrative experience in a school, with preference given to candidates with independent school experience. 4. Outstanding verbal and written communication skills.
5. Demonstrated leadership and facilitative skills.
6. Ability to collaborate and work well with all faculty and staff.
7. Passion for the education of learning-disabled students.

Physical Requirements and Work Environment
1. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 75 pounds; and to bend, stoop climb stairs and reach overhead.
2. Work primarily in a traditional climate controlled office environment.
3. Work intermittently in outside weather conditions, including extreme heat and cold.

Lead Teacher – High School History

School: The Howard School
Available Position: Teacher
Description:

Position Purpose: The candidate must be comfortable teaching reading and written expression skills to students in grades 9-12. The History teacher will be responsible, in collaboration with the teaching team, for creating a vibrant, student-centered environment that supports the learning and personal growth of each student. He or she must be skillful in establishing strong relationships with students and creating learning opportunities that motivate and inspire students to develop all aspects of their learning profiles.

FLSA Classification: Exempt, Instructional Staff Reports To: High School Principal

Teacher Characteristics:
1. Understands the cognitive/brain-based underpinnings of comprehension and written and verbal communication difficulties
2. Thinks flexibly and embraces progressive pedagogy, with a keen eye towards developing “21st Century Skills” in students
3. Committed to differentiation in designing and adapting instruction to meet a range of student learning needs and interests
4. Demonstrates enthusiasm about interdisciplinary instruction; looks to create interdisciplinary learning experiences for students
5. Encourages students' creative expression, incorporates student interest and passions, and develops critical thinking
6. Seeks opportunities for collaboration and is excited about generating curriculum and assessment ideas in a team setting
7. Exhibits curiosity, creativity, and self-reflection, with a willingness to take initiative and run with new ideas

Essential Functions
1. Develops a multi-sensory curriculum that integrates music, art, and film with classic and modern literature, as well as grammar and vocabulary instruction
2. Collaborates closely with speech-language pathologists to create specific guidelines and rubrics for creative and formal writing assignments, as well as accessible graphic organizers
3. Provides students with specific feedback on their short and long-term writing goals
4. Creates a balance of opportunities for creative and formal writing expression
5. Develops lesson plans and supplementary materials compatible with the division’s basic instructional and philosophical standards; provides individualized and small group instruction in order to adapt the curriculum to the needs of each student and subgroups of students
6. Translates lesson plans into learning experiences to effectively and actively engage students
7. Evaluates reading and writing skills and social growth of students, through writing student Learning Profiles, facilitating student-led conferences, and documenting student progress through the school’s on-line communication and record keeping systems
8. Guides students to know their own profile and to advocate for their learning needs
9. Seeks and chaperones regular field experience opportunities for students that extend the classroom into the broader community
10. Works collaboratively with the teaching team on behalf of students, and seeks the ideas, feedback or advice of colleagues as an integral part of effective planning
11. Integrates modern technologies, media and other tools into instruction
12. Establishes and maintains standards of student behavior through relationship, positive reinforcement and support to provide an orderly, productive classroom environment
13. Identifies student needs and cooperates with other professional staff members in assessing and helping students solve learning and social-relational problems
14. Participates in faculty committees and the sponsorship of student activities
15. Administers or facilitates testing in accordance with division testing practices
16. Models nondiscriminatory practices in all activities
17. Serves as advisor to a group of high school students and is responsible for coordinating those students’ learning profiles
18. Regular and predictable attendance is an essential function of the job
19. Performs other duties as assigned

Other Duties:
1. Maintains professional competence by attending staff development programs, curriculum development meetings and other professional activities.
2. Participates in various student and parent activities which occur in school including PA, student clubs and after-school activities.
3. Creates an effective learning environment through functional and attractive displays, bulletin boards, and activity/learning centers.
4. Performs any other related duties as assigned by the Principal or other appropriate administrator.

Qualifications (Knowledge, Skills and/or Abilities Required):
1. Bachelor’s degree required
2. Advanced degree and 3-5 years of classroom experience preferred
3. Experience with differentiation, or with students with learning differences with an ability and willingness to adjust to student understanding and misunderstanding
4. Background and interest in teaching electives, coaching and/or advising clubs is a plus
5. Excellent verbal and written communications skills
6. Demonstrated leadership and facilitative skills
7. Flexible teaching background and interest in teaching electives, coaching and/or advising clubs is a plus

Physical Requirements and Work Environment:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 25 pounds to shoulder height and 50 pounds to waist height; and to bend, stoop, sit on the floor, climb stairs, walk and reach overhead.

Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Duties are normally performed in a school/classroom environment. Duties may be occasionally performed on field trips away from school. The noise level in the work environment is usually moderate.

Lead Teacher – High School English

School: The Howard School
Available Position: Teacher
Description:

Position Purpose: The candidate must be comfortable teaching reading and written expression skills to students in grades 9-12. The English teacher will be responsible, in collaboration with the teaching team, for creating a vibrant, student-centered environment that supports the learning and personal growth of each student. He or she must be skillful in establishing strong relationships with students and creating learning opportunities that motivate and inspire students to develop all aspects of their learning profiles.

FLSA Classification: Exempt, Instructional Staff Reports To: High School Principal

Teacher Characteristics:
1. Understands the cognitive/brain-based underpinnings of comprehension and written and verbal communication difficulties
2. Thinks flexibly and embraces progressive pedagogy, with a keen eye towards developing “21st Century Skills” in students
3. Committed to differentiation in designing and adapting instruction to meet a range of student learning needs and interests
4. Demonstrates enthusiasm about interdisciplinary instruction; looks to create interdisciplinary learning experiences for students
5. Encourages students' creative expression, incorporates student interest and passions, and develops critical thinking
6. Seeks opportunities for collaboration and is excited about generating curriculum and assessment ideas in a team setting
7. Exhibits curiosity, creativity, and self-reflection, with a willingness to take initiative and run with new ideas

Essential Functions
1. Develops a multi-sensory curriculum that integrates music, art, and film with classic and modern literature, as well as grammar and vocabulary instruction
2. Collaborates closely with speech-language pathologists to create specific guidelines and rubrics for creative and formal writing assignments, as well as accessible graphic organizers
3. Provides students with specific feedback on their short and long-term writing goals
4. Creates a balance of opportunities for creative and formal writing expression
5. Develops lesson plans and supplementary materials compatible with the division’s basic instructional and philosophical standards; provides individualized and small group instruction in order to adapt the curriculum to the needs of each student and subgroups of students
6. Translates lesson plans into learning experiences to effectively and actively engage students
7. Evaluates reading and writing skills and social growth of students, through writing student Learning Profiles, facilitating student-led conferences, and documenting student progress through the school’s on-line communication and record keeping systems
8. Guides students to know their own profile and to advocate for their learning needs
9. Seeks and chaperones regular field experience opportunities for students that extend the classroom into the broader community
10. Works collaboratively with the teaching team on behalf of students, and seeks the ideas, feedback or advice of colleagues as an integral part of effective planning
11. Integrates modern technologies, media and other tools into instruction
12. Establishes and maintains standards of student behavior through relationship, positive reinforcement and support to provide an orderly, productive classroom environment
13. Identifies student needs and cooperates with other professional staff members in assessing and helping students solve learning and social-relational problems
14. Participates in faculty committees and the sponsorship of student activities
15. Administers or facilitates testing in accordance with division testing practices
16. Models nondiscriminatory practices in all activities
17. Serves as advisor to a group of high school students and is responsible for coordinating those students’ learning profiles
18. Regular and predictable attendance is an essential function of the job
19. Performs other duties as assigned

Other Duties:
1. Maintains professional competence by attending staff development programs, curriculum development meetings and other professional activities.
2. Participates in various student and parent activities which occur in school including PA, student clubs and after-school activities.
3. Creates an effective learning environment through functional and attractive displays, bulletin boards, and activity/learning centers.
4. Performs any other related duties as assigned by the Principal or other appropriate administrator.

Qualifications (Knowledge, Skills and/or Abilities Required):
1. Bachelor’s degree required
2. Advanced degree and 3-5 years of classroom experience preferred
3. Experience with differentiation, or with students with learning differences with an ability and willingness to adjust to student understanding and misunderstanding
4. Background and interest in teaching electives, coaching and/or advising clubs is a plus
5. Excellent verbal and written communications skills
6. Demonstrated leadership and facilitative skills
7. Flexible teaching background and interest in teaching electives, coaching and/or advising clubs is a plus

Physical Requirements and Work Environment:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 25 pounds to shoulder height and 50 pounds to waist height; and to bend, stoop, sit on the floor, climb stairs, walk and reach overhead.

Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Duties are normally performed in a school/classroom environment. Duties may be occasionally performed on field trips away from school. The noise level in the work environment is usually moderate.

P.E. Teacher (K-8)

School: The Howard School
Available Position: Teacher
Description:

Position Purpose: Position is responsible for creating a classroom environment that fosters/promotes/develops an understanding of the relationship of healthy body function and exercise; that motivates each student to cultivate physical fitness, and appropriate social and emotional adjustment; that discovers and develop talents of students in physical achievement; and that develops strength, skill, agility, poise, and coordination in individual, dual and team physical activities and sports, in accordance with each student’s ability.

FLSA Classification: Exempt, Instructional Staff Reports To: Principal(s)

Teacher Characteristics:
1. Understands the cognitive/brain-based underpinnings of comprehension and written and verbal communication difficulties
2. Thinks flexibly and embraces progressive pedagogy, with a keen eye towards developing “21st Century Skills” in students
3. Committed to differentiation in designing and adapting instruction to meet a range of student learning needs and interests
4. Demonstrates enthusiasm about interdisciplinary instruction; looks to create interdisciplinary learning experiences for students
5. Encourages students' creative expression, incorporates student interest and passions, and develops critical thinking
6. Seeks opportunities for collaboration and is excited about generating curriculum and assessment ideas in a team setting
7. Exhibits curiosity, creativity, and self-reflection, with a willingness to take initiative and run with new ideas

Essential Functions:
• Teaches knowledge and skills in physical fitness, rhythms and dance, and individual, dual or team sports, utilizing curriculum designated by Howard and other appropriate learning activities.
• Works cooperatively with other physical education and health teachers in planning and implementing a balanced physical program.
• Analyzes, demonstrates, and explains basic skills, knowledge and strategies of formal sports, games, rhythms, and fundamentals of body movement.
• Develops lesson plans and supplementary materials in physical education compatible with the division’s basic instructional philosophy and congruent with course standards; provides individualized and small group instruction in order to adapt the curriculum to the needs of each student and subgroups of students.
• Establishes and maintains standards of student behavior to provide an orderly, productive environment in the physical education areas.
• Provides appropriate safety instruction and makes safety checks on equipment and field areas to ensure the overall safety of students.
• Evaluates academic and social growth of students, prepares report cards, and keeps appropriate records to include attendance reports, checklists, contributes to the learning profiles, and other record keeping activities as necessary.
• Maintains control of storage and use of school property.
• Evaluates each student’s growth in physical skills, knowledge and contribution in team sports.
• Communicates with parents and faculty on student progress.
• Supervises students in out of classroom activities during the assigned working day.
• Administers testing in accordance with division testing practices.
• Models nondiscriminatory practices in all activities.
• May drive the school bus
• Regular and predictable attendance is an essential function of the job
• Performs other duties as assigned

Other Duties:
1. Maintains professional competence by attending staff development programs, curriculum development meetings and other professional activities.
2. Participates in various student and parent activities which occur in school including PA, student clubs and after-school activities.
3. Creates an effective learning environment through functional and attractive displays, bulletin boards, and activity/learning centers.
4. Performs any other related duties as assigned by the Principal or other appropriate administrator.

Qualifications (Knowledge, Skills and/or Abilities Required):
• Bachelor’s degree required
• Advanced degree and 3-5 years of classroom experience preferred
• Desire to plan and work collaboratively on a team essential.
• Experience with differentiation, or with students with learning differences with an ability and willingness to adjust to student understanding and misunderstanding
• Learning disability/differences experience preferred
• Flexible teaching background and interest in teaching electives, coaching and/or advising clubs is a plus

Physical Requirements and Work Environment:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 25 pounds to shoulder height and 50 pounds to waist height; and to bend, stoop, sit on the floor, climb stairs, walk and reach overhead.

Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Duties are normally performed in a school/classroom environment. Duties may be occasionally performed on field trips away from school. The noise level in the work environment is usually moderate.

Business Manager

School: High Meadows School
Available Position: Administrator
Description:

High Meadows School in north Atlanta (Roswell), Georgia seeks a new Business Manager. The School takes pride in hiring dynamic, compassionate, and diverse faculty and staff who are among the finest in their areas of expertise.

The school has retained Big Back Pack LLC to execute a national search for its next Business Manager. For more information, contact Steve Mandell at steve@bigbackpack.org.

School’s Mission Statement: To celebrate and perpetuate each individual’s quest for knowledge and skill, sense of wonder, and connection to the natural environment. We empower each to be a compassionate, responsible, and active global citizen.

The Position: The new Business Manager will oversee all aspects of the school’s finances and business operations including accounting and human resources with coordinating responsibilities for facilities and the on-campus animal program. S/he must develop and maintain strong, collaborative relationships within the leadership team, department heads, educational team leaders, parents within the school and the larger school community. The Business Manager is a member of the Senior Leadership Team, reports directly to the Head of School and works closely with the Board of Trustees.

Successful candidates will have measurable experience in both accounting and finance as well as demonstrated interest and success in a strategic role. The School is looking for a person that is intellectually curious, can toggle well between details and the big picture, and eager to grow. A dynamic team builder, the new Business Manager must be flexible and authentic - someone who can fully embrace the School, its mission, and community.

Core Qualifications and Credentials: The School is most interested in candidates who demonstrate the following qualifications and credentials:

● Bachelor’s degree required; MBA preferred. Accounting, Finance, Managerial Accounting. A certified public accountant (CPA) now or in the past would be a plus.

● 10-plus years of financial and operational experience in a non-profit or for-profit organization(s). Direct experience in an independent school is desirable, but not required.

● Experience on senior administrative teams and working with nonprofit Boards.

● Demonstrated experience in measuring and improving organization-wide productivity.

● Demonstrated experience in the development of analysis for strategic decision-making, such as key cost drivers, competitive analysis, market analysis, organizational strengths and weaknesses, etc.

● Demonstrated ability to take complex subjects, distill them, and then communicate them to varied audiences. Strong hands-on approach and keen attention to detail.

● Proven experience in effective cash management and bank relations.

● Experience in benefits administration, employee, and payroll procedures.

To Apply: Interested and qualified candidates should submit electronically in one email and as separate documents (preferably PDFs) the following materials:

● A cover letter expressing their interest in this particular position

● A current résumé

● A one-page statement of professional philosophy and leadership practice

● A list of five (5) professional references with name, phone number, and email address (references will be contacted only with prior candidate approval).

For consideration, all materials should be sent via email directly to: Steve Mandell, M.Ed. Founder and Principal Consultant Big Back Pack, steve@bigbackpack.org

Registrar/Testing Coordinator

School: Athens Academy
Available Position: Non-teaching Staff
Description:

Athens Academy Registrar/ Testing Coordinator

The School:
Athens Academy is a co-educational, non-sectarian, independent college preparatory day school of approximately 950 students in grades K3-12 that offers a traditional liberal arts curriculum and innovative approaches to teaching and learning. The school’s mission is to seek “excellence with honor in the educational and personal experience of each student.” Situated on a picturesque campus of 152 acres, Athens Academy admits students from diverse social, economic, religious, and racial backgrounds--all of whom benefit from a challenging academic program, a vibrant arts program, competitive athletics, and a variety of service opportunities. Athens Academy faculty and staff members are dedicated professionals who are not only experts in their respective fields of study, but are also sensitive to the gifts and challenges of individual students.

The Upper School:
Athens Academy’s Upper School is committed to providing the kind of high-quality education that prepares students to lead successful and productive lives not only in their future academic pursuits in colleges and universities across the nation, but also in their adult lives. The curricular structure challenges each individual, while our diverse extra-curricular offerings provide students the opportunity to be involved in activities in which they are interested. Talented and tireless teachers enable us to produce young men and women capable of handling the 21st century demands and challenges they will inevitably face.

The Position:
Athens Academy seeks a versatile, collaborative problem solver, beginning in the 2019-20 school year to support the areas of scheduling, student record management, and standardized testing in the Upper School. The ideal candidate must have strong computer skills, be a self-starter, highly organized, resourceful, and able to communicate effectively with students, teachers, parents, and administrators. Duties will include, but will not be limited to, maintaining grades, transcripts, and student schedules. This person will be responsible for monitoring and updating the master course schedule and tracking graduation and HOPE/Zell Miller requirements. Moreover, this position will support the college guidance department by facilitating annual standardized testing routines (PSAT, SAT, ACT, AP, etc.), tracking college scholarship opportunities, and coordinating Honors Day and graduation.

Application Process:
The school will accept materials from interested candidates until February 15, 2019.
A completed packet will include the following components:
● Cover letter expressing interest in Athens Academy and this position
● Resume or curriculum vitae
● Names of three references and contact information

Interested candidates are encouraged to send their materials to:
Susan Zalac, Upper School Director
Athens Academy
1281 Spartan Lane
Athens, GA 30606
szalac@athensacademy.org
(706) 549-9225

Thank you for your interest in Athens Academy.

Athens Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

Spanish teacher

School: Atlanta Girls' School
Available Position: Teacher
Description:

Inspiring Girls to Lead Lives of Purpose
Spanish Teacher Position 2019-2020
Atlanta Girls’ School provides a challenging college-preparatory program in a learning environment designed to foster the full potential of each student and to enable her to become a vital contributor to our complex global society.
All faculty members must hold a Bachelor’s degree and have 3-5 years of teaching experience. Master’s degree in the content area preferred. Department chair positions require a Master’s degree, 5-7 years of teaching experience, and demonstrated management and leadership skills in a similar or related role.
Applicants should have demonstrated success in working effectively with students, parents, and colleagues and have a commitment to best practices in teaching and learning. Strong communication, collaboration, problem solving, and creativity desired to join a highly relational and dedicated faculty. Experience in an all girls’ school environment highly desirable. Please submit a resume, cover letter, and statement of educational philosophy to the attention of Dr. Sylvia Rodríguez Vargas, Associate Head of School at employment@atlantagirlsschool.org.
Spanish Teacher
• Experience teaching Spanish language and culture to Middle and Upper School students, levels I and II in particular
• Serve as an advisor to a group of 8-12 students
• Collaborate within and across departments to enhance the vision of the program
• Integrate technology meaningfully in lessons and units of study
• Apply interdisciplinary learning and differentiation across the curriculum
• Actively engage in the life of the school community and extra-curricular programs

High School Science

School: Wesleyan School
Available Position: Teacher
Description:

Wesleyan School is a K - 12 Christian school of academic excellence located in Peachtree Corners, GA, a northeastern suburb of Atlanta. Wesleyan is a full activity school with opportunities for students to participate in athletics and the arts. This open position is for a High School Science teacher. Interested candidates should visit the website at www.wesleyanschool.org to learn more about the school and to complete an online application.

AP Physics Teacher

School: Wesleyan School
Available Position: Teacher
Description:

Wesleyan School is a K - 12 Christian school of academic excellence located in Peachtree Corners, GA, a northeastern suburb of Atlanta. Wesleyan is a full activity school with opportunities for students to participate in athletics and the arts. This open position is for a High School AP Physics teacher. Interested candidates should visit the website at www.wesleyanschool.org to learn more about the school and to complete an online application.

Middle School Principal

School: Atlanta International School
Available Position: Administrator
Description:

ATLANTA INTERNATIONAL SCHOOL
UNITED STATES
seeks a

Middle School Principal
Effective from JULY 2019

SCHOOL PROFILE
Atlanta International School (AIS) opened in 1985 as an independent, non-profit, secular school delivering its programs in multiple languages. AIS is a not-for-profit 501c3 registered in the State of Georgia and is governed by a self-perpetuating Board of Trustees who appoint the Headmaster to run the school. AIS offers three International Baccalaureate (IB) programs to 1,270+ U.S. and international students from three-year-old kindergarten to grade 12. Rigorous academics are enriched by a world-class language acquisition program, which begins with a full-immersion preschool program in Spanish, French, German and Mandarin. The school offers STEM-and STEAM-endorsed and bilingual diplomas in addition to the prestigious IB diploma. Beyond the classroom, AIS students participate in award-winning performing and fine arts opportunities, competitive athletics and global experiential learning. The AIS community comprises over 95 nationalities who collectively speak more than 65 languages. The 97 students in the AIS Class of 2018 join the 1,498 AIS alumni around the world. AIS is accredited among others by: the Southern Association of Independent Schools/AdvancEd, the Council of International Schools, the Agence pour l'Enseignement Français à l'Étranger and is an authorized IB Continuum School offering the Primary Years Program, Middle Years Program and IB Diploma Program. All AIS students are IB students.

OUR MISSION
To meet the challenges and opportunities of our interdependent, fast-changing world as responsible citizens, young people require flexible intellectual competence, self-discipline, and a global outlook. To achieve these goals, they need rigorous academic preparation and a passion to become the best they can be. To thrive in and contribute to this world, they must have a solid sense of self and respect for others—as individuals, as members of a group, as citizens of their nations, and as members of the global community. Extraordinary individuals will be called upon to shape the 21st century. The mission of Atlanta International School (AIS) is to develop such individuals.

OUR CORE VALUES
We believe that encouraging each student to discover the intrinsic joy of learning and purposeful effort will help each one to set and achieve high academic standards.  Furthermore, we believe it is vital to nurture mutual respect and understanding among all members of our community. Together we cultivate a spirited sense of hope in human potential. We believe the diversity of our community provides an extraordinary opportunity to enable our students to communicate, create, and collaborate in order to build a peaceful future.

OUR STRATEGIC PLAN
Our mission to develop “extraordinary individuals who will shape the 21st Century” has always been grounded in our three pillars of Rigorous IB Curriculum, World-Class Language Learning and Inclusive, Multicultural Community.

External forces compel us to evolve and expand on our pillars, and to recommit to our students’ development of a Global Mindset. We must design experiences that enable our learners to become Adaptable, capable thinkers who demonstrate Perseverance and Resilience; we must create an environment that provides ample opportunities for Collaborative Creativity, Innovation, and Entrepreneurship.

In our goals for this three-year rolling strategic plan, we strive to consider our programs with a view to our history and our future. How do we build on 33 years of accomplishment in international education? What are the structures, schedules and processes we need to support student learning? In which areas do we need to evolve our programs? What new ways of working should we consider? How should we think about learning spaces throughout our campus? And the most important question remains -- How do we best prepare our students for the world outside of AIS?

OUR CURRICULUM AND PROGRAMS
The Early Learning Center (ELC) for three and four-year-old students (3K, 4K) is a full immersion facility and students engage in the PYP in one of French, German, Spanish or Mandarin. The Primary Learning Center (PLC) for students in 5K – Grade 5 is a dual immersion/language acquisition facility and students engage in the PYP through the following language programs: dual immersion French/ English, German/ English, Spanish/ English, or in our Mandarin acquisition/ English Program. In addition, the following Heritage Languages (mother-tongues) are supported in Primary: Farsi, Hindi, Greek, Dutch, Italian, Arabic. Additional heritage languages are supported in Secondary School in response to student interest and demand.

The AIS Secondary School is comprised of our Middle School (Grades 6 through 8) and our Upper School (Grades 9 through 12). Students in Grades 6 through 10 follow the IB MYP and students in Grades 11 and 12 complete the IB Diploma Program. In the MYP, Design is given the same schedule time as all other core courses. Additional option choices are available for students in the MYP, and a wide array of IB DP courses are offered for Grades 11 and 12.

AIS actively engages in and promotes student learning for action and impact through transdisciplinary (STEAM) projects, utilizing Project Zero research and techniques and design thinking skills.

POSITION SUMMARY

The Principal of the Middle School is responsible for the educational leadership and management of grades 6 to 8, in line with our Think Forward Vision, Mission and Strategic Plan and may assume other school-wide responsibilities as determined annually by the Head of Secondary School. The Middle School Principal position requires an extraordinary educational leader, one with advanced written and verbal communications skills, and a highly developed level of interpersonal empathy. The successful candidate should be able to demonstrate an exceptional understanding of the IB curriculum in an international school context.

Salary and Benefits
The salary for this position is determined by the Principal’s pay-scale with Senior Leadership Team benefits.
Initial placement on the scale will be commensurate with the successful candidate’s qualifications and experience.
Reports to: The Head of Secondary School
Division: Secondary School

Guiding Principles
• Supports and advances the mission, vision and strategic plan of the school.
• Supports student learning and achievement through collaborative effort and research-based educational leadership, teaching, and learning.
• Supports and promotes the implementation of the IB programme.
• Supports and advances international education.

Essential Duties and Key Responsibility Areas

In the area of Communication and Community Relations, The Middle School Principal:

• Communicates and collaborates effectively to engage all stakeholders, thus promoting understanding, support, and continuous improvement of the school’s programs and services in alignment with the mission, vision and strategic plan of Atlanta International School.
• Communicates in a timely manner via telephone, email and in person.
• Communicates expectations to students, teachers and parents.
• Leads difficult conversations and shows excellent skills in conflict management when working with families, faculty and students.
• Participates in school functions, parent meetings and other such occasions as necessary.

In the area of Organizational Management, The Middle School Principal:

Planning

• Assists the Head of Secondary in developing and implementing the Secondary School budget tied to the school’s strategic plan, the development of the master schedule within agreed financial and staffing parameters and in the hiring of faculty.
• As a member of the Secondary School Leadership Team leads and monitors the alignment, and execution of the school’s strategic action plans through their direct reports.
• Implements effective change management when changes occur.
• Assist in the development and implementation of calendars, duties rosters, substitute teacher rosters etc. as assigned.
• Assists the Head of Secondary School in keeping up-to-date parent, student, and faculty handbooks with recent policies.

Collaboration with others

• Collaborates with Heads of Year to develop and implement best practices in grade level behavior management, advisory programming, academic support and homework/assessment calendar alignment and communication.
• Collaborates with the Middle School Counselors to ensure the students social and emotional wellbeing and personal growth as well as ensuring that the Community Principles are fully implemented within the Middle School community through interpersonal conversation and grade level programming.  
• Collaborates with Upper Primary School leadership team and Curriculum Coordinators to ensure the effective transition of students from Primary School to Middle School.
• Collaborates with the Group Leaders and MYP coordinator to plan for, and communicate Middle School option choices and academic support for students.
• Collaborates with the Head of Secondary and the Head of Admissions to manage the Secondary School admissions and enrollment process.
• Collaborates with the Student Support Team to create and implement middle school wide strategies focused on a preventative framework as well as ensuring student intervention strategies are developed, communicated, implemented and timely.  
• Collaborates with Learning Support to ensure the appropriate development of students with exceptional needs.
• Collaborates with co-curricular leaders to ensure the enhancement and alignment of opportunities for middle school students.
• Collaborates with the Head of Secondary, Head of Facilities, Senior Manager of Health Services, Heads of Year and Group Leaders to develop, review, implement and monitor safety policy as it pertains to the physical safety of students, and the choice and use of equipment and materials on and off campus.  

Administrative

• Leads learning-focused meetings that effectively utilize human resources and enhance professional growth.
• Develops resources and processes to support new faculty integration and assimilation.
• Has a demonstrated track record in coaching, mentoring, and holding accountable faculty teams and direct reports.

In the area of Instructional Leadership, The Middle School Principal:

Curriculum

• Models (by teaching a class) and shares what great teachers do differently and is familiar with pedagogical research and different approaches to teaching and learning.
• Coaches and mentors faculty toward effective Middle School instructional planning and assessment strategies that measurably enhance student learning.
• Oversees the implementation of the Secondary School Assessment Policy within the Middle School and Is knowledgeable about individual faculty planning and assessment methodology.
• Develops and nurtures an internationally minded, balanced, academically rigorous, positive, and emotionally safe school climate for all stakeholders in the Middle School, within the framework of the learner profile.
• Serves as a leader in the field of research-based education and is confident leading professional development workshops.
• Models and leads the integration of technology to enhance student learning in the context of the subject group.

In the area of Professional Growth Leadership, The Middle School Principal:

Personal Professional Growth

• Develops and meets personal, annual professional goals (SMART Goals) set in collaboration with the Head of Secondary School as part of the Principal’s professional growth process in support of the school’s strategic plan.
• Regularly solicits student, teacher and parent feedback through a survey instrument tied to the Middle School Principal performance standards and indicators.
• Demonstrates behavior consistent with legal, ethical, and professional standards, engages in continuous professional development, and contributes to the profession.

Leadership

• Oversees the professional development of Middle School Heads of Year, and shares responsibility for Group Leaders and teachers as assigned by the Head of Secondary School.
• Coaches and mentors faculty in the development of annual professional goals (SMART Goals) as part of the school’s teacher professional growth process in support of the school’s strategic plan.
• Observes faculty and structures reflective pre and post observation conversation and conducts the annual appraisal of assigned appraises.
• Collaborates with the Head of Secondary and Human Resources to support timely and robust improvement plans to assist vulnerable faculty members.
• Leads peer observations, walkthroughs, and reflective conversation in the Middle School.
• Models and cultivates data leadership and assists faculty teams to use data as a tool to improve student learning in the Middle School.
• Monitors the implementation of safety policy by teachers in the Middle School.

Additional Skills and Requirements

It is expected that candidates for this position will be highly qualified educators able to lead a faculty in order to facilitate a community learning environment and IB learning outcomes for our Middle School students. Characteristics of the ideal person for this position would include:

● A Master’s Degree, or higher, in Educational Leadership, Curriculum Studies, or a related field.
● A minimum of five years teaching experience, leadership role experience at the Head of Year, Group Leader, subject leader or Curriculum Coordination Level.
● Excellent interpersonal skills with the ability and desire to work collaboratively with the community of Atlanta International School and the wider community locally, nationally and internationally.
● Strong background in classroom supervision and instruction.
● An IB Academy Leader qualification or pursuing one.
● Experience in developing and implementing the IB curriculum 6-12.
● Excellent interpersonal skills with the ability and desire to work collaboratively with the community of Atlanta International School and the wider community locally, nationally, and internationally.
● A passion for working in and with multicultural populations.

PARTICULARS OF THE SEARCH

Atlanta International School is directly recruiting for this position.
All candidates who wish to apply for the position must apply directly to employment@aischool.org with:

● Letter of application stating why you feel this role and fit with AIS would be right for you at this stage in your career
● Statement of educational philosophy
● Up to date CV
● Three professional references listed
● Links to any additional information/ websites/ blogs etc. that may be of interest to the search committee

Names, addresses and day-time telephone numbers of referees which AIS may contact must be given; these must include direct supervisors or the person in the position of chief responsibility for the evaluation of the applicant’s performance. AIS reserves the right to contact the writers of open references for confidential statements.

The deadline for applications is Friday, January 11, 2019. In the event of an outstanding applicant, Atlanta International School reserves the right to make an appointment before the closing date for applications.

The review of files will begin as soon as applications are received. Finalists will be selected in late January with the intention to complete the final selection and announce the position on or before February 15, 2019.

High School Computer Science and Mathematics

School: Wesleyan School
Available Position: Teacher
Description:

Wesleyan School is a K - 12 Christian school of academic excellence located in Peachtree Corners, GA, a northeastern suburb of Atlanta. Wesleyan is a full activity school with opportunities for students to participate in athletics and the arts. This open position is for a High School Computer Science and Mathematics teacher. Interested candidates should visit the website at www.wesleyanschool.org to learn more about the school and to complete an online application.

Middle Years Principal

School: High Meadows School
Available Position: Administrator
Description:

High Meadows School is an independent, co-educational day school in Roswell, Georgia (a northern suburb of Atlanta) serving 340 children in preschool through eighth grade. The school's innovative, inquiry-based, integrated curriculum emphasizes love of learning, creativity, meaningful connections, and environmental responsibility. The school is highly respected and consistently recognized for best practices by major educational organizations, and is accredited by the International Baccalaureate Organization (IBO) and the Southern Association of Independent Schools (SAIS).

High Meadows School seeks a Middle Years Principal (MYP) to oversee the day-to-day operations of the Middle School (grades six, seven and eight), provide for the academic growth, character development, and co-curricular opportunities of its students, and mentor its faculty. Reporting to the Associate Head of School, the MYP serves on the Administrative Team. The Middle Years Principal should have demonstrated experience in, and enthusiasm for progressive/constructivist learning environments that support the High Meadows mission and guiding principles.

Mission
The High Meadows community celebrates and perpetuates each individual’s quest for knowledge and skill, sense of wonder, and connection to the natural environment. We empower each to be a compassionate, responsible, and active global citizen.

Guiding Principles
• Childhood is a distinct stage of life marked by a compelling drive to learn. We promote children’s engagement with the world through discovery, conversation, and play.
• Through their actions, children seek belonging and significance; they deserve understanding and respect.
• Children learn and mature in different ways, at different paces. Intentional blending of developmental stages within a classroom enhances each child's growth.
• Children should be guided and empowered to develop intrinsic motivation, to take ownership of their learning, and to experience wonder and joy.
• We engage with the natural environment consciously, respectfully, and purposefully. This empowers us to appreciate and inhabit the earth responsibly.
• We understand, respect, and appreciate differences within our community, enabling us to be compassionate, responsible members of our global society.
• We commit to open communication and constructive dialogue. The broad-based participation and support of families is essential to fulfilling our mission.

Guided by these core values, the Middle Years Principal will lead and manage the Middle Years Program and the transition of the 5th grade class into Middle Years. He/She will maintain academic and co-curricular offerings that support High Meadows School’s mission and guiding principles, ensuring continuity and consistency of programs, and personally and professionally model school virtues and beliefs.
The MYP will supervise the Middle Years faculty, overseeing and evaluating teaching and learning; facilitate curriculum design and management; oversee the creation of the academic schedule and class assignments; regularly observe in classrooms, meeting with faculty to provide feedback; provide training on curriculum; guide faculty in professional development opportunities; and act as the liaison to parents for student learning and curriculum information. The MYP will work closely with the Associate Head of School in the recruitment and interviewing of prospective faculty. He/She will also participate in the screening process for prospective students and provide feedback to ensure admission of diverse, well-qualified students to the school. The Middle Years Principal will be the face of the middle school, representing High Meadows School to current families, faculty and staff, prospective parents and families, as well as community leaders.

Qualifications:
The ideal candidate will have a master’s degree in Educational Leadership and at least 10 years of teaching and administrative experience at the middle school level; demonstrated experience with curriculum and program design and faculty supervision and evaluation; a thorough understanding of effective middle school pedagogy within a progressive mindset; and excellent leadership abilities, interpersonal skills, and speaking and writing skills.
The Middle Years Principal should have the ability to work both collaboratively and independently, have a commitment to developing the potential of students and faculty; and a willingness to be an active, involved member of the school, understanding and connecting with the school’s mission and vision.

Additional Desired Qualities:
• able and willing to toggle between big-picture vision and day-to-day execution
• a sensitive, clear communicator who possesses excellent verbal and writing skills
• detail-oriented and have strong organizational skills
• an intuitive relationship-builder, demonstrating personal flexibility and a sense of humor
• a strong leader and manager of professional staff
• a self-starter who takes initiative and has great follow through abilities
• appreciative of High Meadows’ unique model of progressive education

Application Process:
The 12-month position is available on July 1, 2019, and will remain open until filled. Please send or email a resume, letter of interest, salary requirements and contact information for at least three professional references to:

Ms. Margaret Jones, Associate Head
High Meadows School
1055 Willeo Road
Roswell, GA 30075
mjones@highmeadows.org
No phone calls, please.
High Meadows School does not discriminate on the basis of disability, race, color, creed, national origin, religion, gender identity, veteran status, sex, age, or sexual orientation in employment, admission of students, or in providing its services in any manner. High Meadows is an Equal Opportunity Employer.

For more information about High Meadows School, please visit www.highmeadows.org.

Long-Term Substitute Teacher – Spanish

School: The Children's School
Available Position: Teacher
Description:

The Children’s School has an immediate opening for an experienced full-time Long-Term Substitute Teacher of Spanish for our 3rd - 8th grades.

The mission of The Children’s School (TCS) is to enrich minds and inspire dreams. TCS is a progressive elementary school serving students from age three through eighth grade in a diverse community in midtown Atlanta. Grounded in principles of excellence, innovation, and play, our graduates are passion-driven young adults who lead lives of purpose in an interconnected world.

The position is responsible for student learning, classroom instruction, and curriculum creation/ implementation, in accordance with the mission and philosophy of the School. In all language classrooms, teachers will be experienced language teachers, and the target language will be used more than 95% of the time. Ultimately, we aim to make language learning and the cultural components of that process an integral part of the TCS culture, environment, and curriculum, such that second and third language learning comes to be interwoven into the fabric of our diverse and inclusive school community.

A Master’s degree is preferred or Bachelor’s degree required, preferably in Early Childhood Education or Elementary Education or Spanish. The Long-Term Substitute Teacher must have experience teaching in a classroom setting, preferably teaching Spanish. The Lead Teacher position requires a minimum of three (3) years of experience teaching children a second language in a classroom setting, preferably at an elementary age level. A proficiency in Spanish is required. The candidate must possess key competencies:

Key Competencies:
-Alignment with the TCS Philosophy of Learning and values
-Child-centeredness
-Authenticity
-Contagious optimism and enthusiasm
-Playfulness
-Honesty and Integrity
-Collaboration-mindedness, empathy, self-awareness and reflective skills
-Intrinsic motivation, initiative and high standards
-Adaptation, resilience, iterative mindset and willingness to take risks, fail and recover
-Critical thinking, inquisitiveness and boundless curiosity and enthusiasm

Compensation commensurate with experience.
Qualified and interested candidates apply at http://jobs.jobvite.com/careers/tcsatl/jobs?__jvst=Career%20Site

Associate Director of Annual Giving and Alumni Relations

School: The Children's School
Available Position: Administrator
Description:

The Children’s School seeks a full-time Associate Director of Annual Giving and Alumni Relations. The mission of the Associate Director of Annual Giving and Alumni Relations is to engage, cultivate, and solicit parents, grandparents, alumni and friends of The Children’s School (TCS) in service of engagement, volunteer leadership and philanthropy at TCS. This role is responsible for implementing and supporting priority fundraising strategies and campaigns to support and foster a culture of brave learning. The role plays an integral part of the Advancement team to strengthen parent, alumni, and grandparent communities, in service of engagement, volunteer management, and philanthropy.

Qualifications: Bachelor’s degree preferred plus 3-5 years of progressively responsible professional experience in fundraising, preferably in an educational setting. Demonstrated success with volunteer management initiatives. Dedication and passion for the mission of the School. Strong written, oral and interpersonal communication skills. Ability to maintain a high level of poise, professionalism, and confidentiality in all circumstances with a wide range of constituents. Detail-oriented, with strong organizational, analytical and planning skills, along with financial and technical aptitude. Ability to initiate and build relationships with prospective donors. Experience working with donor databases (Axiom and Veracross are a plus) and volunteer management systems preferred. Possesses an entrepreneurial mindset. Volunteer management experience preferred.

About TCS: The mission of The Children’s School is to enrich minds and inspire dreams. TCS is a progressive elementary school serving students from age three through eighth grade in a diverse community in midtown Atlanta. Grounded in principles of excellence, innovation, and play, our graduates are passion-driven young adults who lead lives of purpose in an interconnected world.

Compensation commensurate with experience. Qualified and interested candidates, please visit http://jobs.jobvite.com/careers/tcsatl/jobs?__jvst=Career%20Site to apply.

Faculty Fellows

School: Wesleyan School
Available Position: Teacher
Description:

Established in 2005, the Faculty Fellows Program provides recent college graduates an opportunity to experience teaching in an independent school. Through individual mentoring, a variety of professional development opportunities, and immersion in school life, faculty fellows develop foundational skills and gain experience to pursue successful teaching careers as well as valuable work experience for pursuing careers outside the field of education. Classroom and extracurricular responsibilities for fellows vary based on placement and readiness, but all fellows observe their mentor teacher and other faculty before assuming teaching responsibilities. The faculty fellowship is a full-time commitment for one school year.

Middle School Math ~ Algebra I & II

School: Wesleyan School
Available Position: Teacher
Description:

Wesleyan School is a K - 12 Christian school of academic excellence located in Peachtree Corners, GA, a northeastern suburb of Atlanta. Wesleyan is a full activity school with opportunities for students to participate in athletics and the arts. This open position to begin August 1, 2019 is for a Middle School Math teacher who can teach Algebra I and Algebra II. Interested candidates should visit the website at www.wesleyanschool.org to learn more about the school and to complete an online application.

Preschool Director

School: Athens Academy
Available Position: Administrator
Description:

Athens Academy Preschool Director

The School:
Athens Academy is a co-educational, non-sectarian, independent college preparatory day school of approximately 950 students in grades K3-12 that offers a traditional liberal arts curriculum and innovative approaches to teaching and learning. The school’s mission is to seek “excellence with honor in the educational and personal experience of each student.” Situated on a picturesque campus of 152 acres, Athens Academy admits students from diverse social, economic, religious, and racial backgrounds--all of whom benefit from a challenging academic program, a vibrant arts program, competitive athletics, and a variety of service opportunities. Athens Academy faculty and staff members are dedicated professionals who are not only experts in their respective fields of study, but are also sensitive to the gifts and challenges of individual students.

The Preschool:
Athens Academy’s goal of nurturing secure, successful, well-adjusted, and happy students while challenging them to grow academically begins in the Preschool (half-day program in grades K3, K4, and Pre-first). The Preschool curriculum blends skill building, motor development, and creative activities, as well as free play. Benefiting from activities-based learning, children learn the foundations of reading, writing, and mathematics. Activities are carefully tailored to individual interests, abilities, and development. Preschool students at Athens Academy also benefit from hands-on activities in discovery centers, outdoor gardens, art rooms, music rooms, a dedicated media center, and a spacious playground, all in a state-of-the-art facility which opened in 2011. The Preschool is composed of approximately 120 students and 22 teachers, assistant teachers, and instructional support staff.

The Position:
The position of Preschool Director, beginning in the summer of 2019, will require an experienced educator who demonstrates a high degree of integrity, compassion, flexibility, patience, collaboration, and professionalism. A strong background in early childhood education—including but not limited to curriculum development, faculty evaluation and development, technology integration, and learning differences—will be essential. Additionally, the ideal candidate will possess superior communication skills, the ability to build consensus among students, teachers, and parents; and a willingness to be a participant in the larger Athens Academy community. Candidates with administrative experience in independent education are strongly encouraged to consider this opportunity.

The Application Process:
A search committee has been appointed by the Head of School to assist in this nationwide search. The committee will seek candidates with demonstrated success who inspire the children and adults with whom they interact to seek excellence in all that they do.

The committee will accept materials from interested candidates until January 16, 2019. A completed packet will include the following components:
· Cover letter expressing interest in Athens Academy and this leadership position
· Statement of educational and/or leadership philosophy, including thoughts on opportunities and challenges for teaching and learning in today’s educational environment
· Resume or curriculum vitae
· Names of three references and contact information
The school will hold all applicants’ names in strict confidence until visits to the campus take place. Accordingly, the school will communicate with selected finalists when these visits will occur. At that time, the school cannot guarantee the confidentiality of the finalists. This is an important position in Athens Academy’s community, and to ensure a quality visit for the candidates, many stakeholders will be involved in the process.
Interested candidates are encouraged to send their materials to:
Kristina Ware, Assistant to the Head of School
Athens Academy
1281 Spartan Lane
Athens, GA 30606
kware@athensacademy.org
706 549-9225

The search committee is interested in seeing a wide range of applicants, yet will give special consideration to candidates with a graduate degree, and candidates with multiple successful school experiences, both teaching and administrative, in their professional career. The school looks forward to hearing from qualified candidates prior to the deadline.
Additional Information:
Several years ago, the faculty created the following list to describe the desired traits of Athens Academy faculty and administrators. It is included in the spirit of providing some additional insight into what we value as a community of learners.
· Commitment to the school’s mission
· Passion and ability to meet the instructional and emotional needs of each student; they are our highest priority and every decision we make is with their well-being in mind
· Knowledge of subject matter taught
· Knowledge of instructional methods being used and potential for introducing/supporting new instructional methods, including incorporating technological advances
· Professionalism in interactions with parents, students, colleagues, and the community
· Ability to lead and ability to work in a team
· Commitment to continuous professional improvement
· Positivity and effectiveness as a communicator
· Passion for subject matter taught
· Focus on family and community
· Participation in the life of the school beyond the classroom
· Advocacy for individual students

Thank you for your interest in Athens Academy.

Athens Academy is an equal opportunity employer and educational institution. In hiring, the school will select the best-qualified applicant without regard to race, color, religion, sex, age, national origin, handicap, veteran status, or sexual orientation.

Upper School Testing Coordinator

School: The Westminster School
Available Position: Teacher
Description:

https://westminsteratl.tedk12.com/hire/ViewJob.aspx?JobID=259

Westminster is an inclusive, Christian independent day school for boys and girls, where bright, motivated, curious students who are nurtured by challenge become leaders of conscience. Founded in 1951, Westminster is guided by a mission to prepare students for college and for life. With a current enrollment of approximately 1,870 students in grades pre-first through twelfth, 285 faculty, and 250 staff, Westminster fulfills its mission through a dynamic curriculum that engages children across the key dimensions of their growth – academic, physical, and spiritual.

Westminster is a growth-oriented, collaborative learning community committed to the School’s mission and vision, including core values of inclusivity and service. Westminster excels regionally and nationally in every area of school life, from academics to the arts to athletics, achieving excellence through a wide range of programming supported by a wealth of resources.

POSITION OVERVIEW
The Coordinator of Testing position is an integral part of the Upper School’s support of all of our students. The Coordinator will manage all standardized testing and Advanced Placement testing, manage and facilitate any students requesting accommodations for standardized testing, as well as work collaboratively with our Learning Strategists and Student Support team to help manage testing of students with accommodations, both for standardized testing and for curriculum assessments. The Coordinator of Testing will also help manage and facilitate curriculum exam testing.

Supervisor: Upper School Dean of Academics, Head of Upper School; Partners with College Counseling Office, Upper, Middle and Lower School Student Support, Director of Student Support, Upper, Middle and Lower School faculty and staff

Supervisory Responsibilities: None

Position Status: Salaried, exempt, full-time, regular, 10-month

Hours of Work: Standard work week. Evening and weekend work may be required.

ESSENTIAL RESPONSIBILITY: Coordinates and executes all standardized testing including importing and maintaining standardized testing data for Upper School including Advanced Placement (AP) exams

Imports (into current SIS and Naviance) and maintains all testing data for current and former Upper School students from College Board and ACT
Plans for and implements PSAT and Pre-ACT testing for current 9-11th grade students
Coordinates distribution of PSAT and Pre-ACT test results and data
Acts as AP Coordinator for AP exams
Plans and implements AP exam testing for all Upper School students

ESSENTIAL RESPONSIBILITY: Coordinates all requests for accommodations with College Board and ACT

Communicate with student/family about best practices and likelihood of receiving accommodations for standardized testing accommodation
Distributes and receive back necessary documentation and releases
Prepares all necessary documentation (teacher observations, Learning Profiles, expert reports (doctors, psychologists, other)
Submits all documentation online
Prepares appeal if accommodation denied, as applicable

ESSENTIAL RESPONSIBILITY: Helps coordinate and execute all testing for students with accommodations, including standardized testing and academic curriculum testing

Works with Middle and Upper School Learning Strategists to identify and provide information to students receiving accommodations at Westminster.
Works with Upper School Learning Strategists to ensure that all reports and data for our accommodated students are accurate and adhere to National norms and ETS guidelines
Works with Upper School Learning Strategists to maintain accurate and current database of all accommodated students (relevant dates, diagnoses, expiration dates, other)
Works with Upper School Learning Strategists to ensure all accommodated students have appropriate, documented start date

REQUIREMENTS AND QUALIFICATIONS

Bachelor’s degree required
One to two years of experience in a non-profit or education environment, preferably in a position supporting team members
Very strong computer skills, including high competency in Microsoft Office software and databases and Google G Suite
Polished oral, written, telephone, and e-mail communication skills; ability to communicate effectively with a variety of constituencies
Self-starter with ability to work independently and take initiative to meet deadlines in a time-sensitive and fluid environment with attention to detail and accuracy; demonstrated ability to manage multiple projects at once and prioritize
Strong attention to detail and a high level of accuracy
Strong interpersonal skills, including tact, diplomacy, confidentiality, and judgement
Team player with a positive attitude, proactive approach, and customer-service mindset
Commitment to the mission of The Westminster Schools and willing to serve as an ambassador for the School both internally and externally

PHYSICAL DEMANDS AND WORK ENVIRONMENT

While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch and crawl; talk and hear; engage in moderately strenuous physical activity both indoors and out; and smell. The employee may occasionally lift or move up to 20 pounds. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

TRAVEL

Travel is primarily local during the regular business day. Overnight and out-of-area travel may also be required.

EQUAL EMPLOYMENT OPPORTUNITY STATEMENT

Westminster is committed to the principle of equal opportunity in employment. It is Westminster’s policy to provide equal employment opportunities and administer terms and conditions of employment without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state, and local laws. EOE/M/F/D/V.

Note: This position description has been designed to indicate the general nature and level of work to be performed by employees within this classification. This position description should not be interpreted as a comprehensive inventory of all duties and responsibilities required or assigned to an employee in this position. Nothing contained in this position description restricts Westminster’s right to assign or reassign duties and responsibilities to this position at any time.

Passport Assistant, After school program

School: St. Benedict's Episcopal School
Available Position: Non-teaching Staff
Description:

Passport Assistant
St. Benedict’s Episcopal School, located in Smyrna, GA, seeks an individual who will be responsible for providing a safe, caring, and enriching environment for the children enrolled in the St. Benedict’s Passport program(s) in an effort to create a positive and enriching before/after school experience. The ideal candidate will be energetic and willing to go the extra mile for the program and attendees!

We are hiring for two positions. This is a part-time, non-exempt position with an hourly wage of $12.50. Hours are as follows:
• Preschool Passport 1:00pm-4:30pm- M-F
• Kindergarten Passport 2pm-6:15pm M-F

Please send resume to below email address. WHEN APPLYING PLEASE PUT JOB TITLE IN SUBJECT LINE.

Responsibilities:
• Actively participate in daily sign-in/out processes and dismissal/carpool procedures.
• Monitors children to ensure their health, safety and physical well-being.
• Keep consistent headcounts on all children present in Passport and constant awareness of each child’s location (restroom, playground, enrichment clubs/camps, etc.) for safety. Always maintaining a “line of sight” with any children located both inside and outside of designated Passport areas.
• Assist Passport team leaders in conducting all student activities (arts and crafts projects, indoor/outdoor games, teacher directed games, etc).
• Be able to communicate effectively as a leader in a nurturing, supportive manner with the students in both times of play and behavior correction.
• Interacts with children in an effort to build self-esteem and form a comfort level with their peers.
• Provide role-model behavior for students
• Maintains a clean environment which includes limited janitorial duties necessary to maintain the cleanliness of the school facility inside and outside of designated Passport areas.
• Reports to work with punctual and reliable attendance.

Requirements:
• Minimum of High school degree or equivalent and at least 16 years of age
• Supervising youth and presenting positive role modeling through all interactions with program participants.
• Prior experience working with children for at least one year
• Be able to hold information confidential when necessary
• Be reliable and dependable
• Communicating effectively and respectfully both orally and in writing.
• Remain professional at all times
• CPR & First Aid training a plus

Lunchroom Food Service

School: St. Benedict's Episcopal School
Available Position: Non-teaching Staff
Description:

Lunchroom Food Service
St. Benedict’s Episcopal School, located in Smyrna, GA, offers lunch to our students through an outside lunch vendor. Many students bring their own lunches however others may order lunch through our outside vendor. The position in food service would be responsible for coordination, preparation and clean up. This position is supported with the help of others such as assistant teachers that help with the final prep of plates and ensuring the plates are delivered to the students. St. Benedict’s is a loving, welcoming environment where the staff enjoy their jobs and each other.

Hours are 10:00am –1:00pm, Monday – Friday. $12.50 hourly, part-time, non-exempt position.

Please send resume to below email address. WHEN APPLYING PLEASE PUT JOB TITLE IN SUBJECT LINE.

Responsibilities:
• Ensure the food vendor has arrived with all food as pre-purchased by parents.
• Labels pre-packaged boxed lunches.
• Prepares each plate of hot lunches for the students in grades preschool – 3rd grade per the vendor’s order sheet. This involves scooping out a variety of food items onto a divided plate.
• Ensures all students that have purchased lunch are provided with a lunch
• Discards all leftover food and rinses food pans and utensils.

Requirements:
• Minimum of High school degree or equivalent
• Attention to detail and organized
• Be able to multi-task and stay focused for an efficient outcome
• Friendly and not rattled easily under pressure
• Prior experience working with or around children, preferred
• Be able to hold information confidential when necessary
• Be reliable and dependable
• Remain professional at all times

Front Desk, After School Program

School: St. Benedict's Episcopal School
Available Position: Non-teaching Staff
Description:

Front Desk
St. Benedict’s Episcopal School, located in Smyrna, GA, seeks a customer service-oriented individual who will run our front desk for our after school program. This individual will interact and greet our parents during check out and interact with our students during check in. They will be the first face parents see. Must be organized, friendly, able to multi-task at times, efficient, provide excellent customer service at all times especially during a difficult situation, ensure security is maintained with all children being accounted for and checked in/out properly, and love working around and with children. Must not be timid about enforcing rules such as charges for late pick-up or requiring ID, but in the most professional way. Will be working within a software program for check-in and check-out as well as reconciling attendance. . St. Benedict’s is a loving, welcoming environment where the staff enjoy their jobs and each other.

Hours are 2:30 – 6:00 or 6:30, Monday – Friday. $12.50 hourly, part-time, non-exempt position.

Please send resume to below email address. WHEN APPLYING PLEASE PUT JOB TITLE IN SUBJECT LINE.

Requirements
• Minimum of High school degree
• Customer service focused and driven
• Friendly and outgoing
• Attention to detail and organized
• Communicating effectively and respectfully both orally and in writing.
• Prior experience working with or around children, preferred
• Proficient with Microsoft Office and Excel
• Ability to learn after school software programs
• Be able to hold information confidential when necessary
• Be reliable and dependable
• Remain professional at all times

Director of Passport and Auxiliary Programs

School: St. Benedict's Episcopal School
Available Position: Non-teaching Staff
Description:

OVERVIEW OF THE POSITION:

The Director of Passport and Auxiliary Programs plans, implements, markets, and supervises all aspects of the Passport Programs, from personnel and programming to logistics and finances. Passport programs include Before and After School Care, Lunchroom Supervision, School Year Clubs, Summer Camps, and other programs that may be developed in the future. The Director must have the vision to develop the program structurally while implementing the details and tactics to run it efficiently and smoothly. While working on structure there is much interaction with parents, students, faculty and their own staff so must be customer service driven as well. The Director works closely with the COO, finance, marketing, and leadership to ensure all aspects of the programs are running smoothly and achieving targeted goals. Reports to the COO.

RESPONSIBILITIES:

DAILY OPERATIONS OF PASSPORT PROGRAMS
• Works closely with School Administration and Faculty to ensure a smooth transition between the school day and the Passport afterschool program
• Develops procedures that are organized, easy to follow, and effective in ensuring the safety of students at all times both while in transition and in one location
• Accurate check in/check out and accountability for all students while in Passport, and while leaving and returning to Passport, such as for tutoring or to attend a club
• Ensures student/teacher ratios are maintained at all times with proper staffing
• All operations and administrative matters are conducted in a timely and efficient manner
• Provides high interest and engaging programming for all students, preschool – 8th grade, while also integrating the needs of the St. B’s community (parents, teachers and staff)
• Remains knowledgeable on all aspects of the Passport programs
• Ongoing analytics of the program identifying ways in which to build and strengthen the program where needed; works closely with COO on any suggested changes for efficiency
• Oversees all marketing efforts of promoting Passport to increase revenue and provide a valuable service to our St. B’s community; works closely with leadership to ensure marketing efforts match the school communication philosophies
• Plans for the staffing needs and is responsible for recruiting, hiring, evaluating, training, supervising, retaining, and terminating of all staff; works closely with Human Resources
• Leads ongoing staff development, training and team building to align with mission and culture of the school
• Supports and helps Passport staff with disciplinary matters ensuring that proper behavior plans are implemented and followed according to the school’s culture and guidelines
• Communicates and meets with parents concerning financial, student and programming topics via email, phone and in person and in a timely manner
• Consistently provides the highest level of customer service in a positive and professional manner to our families, faculty, staff and leadership, and community by being the spokesperson for the Passport Programs
• Works closely with finance in reconciliations of registrations and payments, ensuring billing matters are handled in a timely manner, inputting feedback in building Passport budget, and maintaining costs and revenues against the budget

AUXILIARY SCHOOL YEAR CLUBS AND SUMMER CAMP PROGRAMS
• Manages the operations to drive enrollment, expand and streamline course offerings and attain profitability targets
• Enriches the programs by securing relationships with new vendors, as necessary
• Creates and maintains all timelines and logistics of the programs so that each step is rolled out in an efficient and thorough manner; creates, coordinates and maintains the summer schedule
• Manages the registration process to ensure accurate information is captured
• Works closely with vendors ensuring all proper documentation is obtained for compliance, such as background checks, Safeguarding, insurance and agreements; ensures vendors receive all information necessary to run a successful program
• Serves as a representative of the summer programs at local events and festivals
• Works closely with the Communications team to create a detailed marketing plan to ensure all audiences are reached
• Develops evaluation tools to determine effectiveness of all offerings in order to assess future program needs
• Benchmarks with other comparable programs to ensure our pricing is within market and yet still affordable for our families and community

QUALIFICATIONS:
• Minimum of 5 years of experience in a similar leadership role, working with students, ideally in an independent school, around program development and management
• Bachelor’s degree from an accredited college is required
• Excellent listening, interpersonal, written, and oral communication skills with a professional and empathetic approach
• Ability to work with individuals from diverse backgrounds
• Strong customer service skills
• High-energy and enthusiastic about working in an academic atmosphere
• Exceptional organizational skills and planning abilities
• Both a strategic thinker and able to identify and implement the necessary tactics
• Able to work both independently and collaboratively
• Solid understanding of operational and project management principles.
• Logical and efficient, with keen attention to detail, able to consistently meet deadlines.
• Must be comfortable working in a fast-paced entrepreneurial, multi-tasking environment with general direction and the ability to work out appropriate details
• Creative problem-solving skills
• Proficiency with Windows and Microsoft Office; software savvy, ability to learn new software programs
• Other duties as assigned

Director of Upper School

School: Atlanta Girls' School
Available Position: Administrator
Description:

The Director of Upper School (grades 9-12) is an integral part of the senior level administrative team, responsible for the daily operations and decorum of the Upper School division and, in partnership with the Assistant Head, the development and implementation of the academic, extracurricular, and athletic programs within the framework of the school’s mission statement and goals. The Director is actively involved in all aspects of the school’s programs.

Reports to: Head of School and Associate Head of School

REQUIREMENTS

• Master’s Degree in Educational, Organizational, or School Leadership.
• 3-5 years of demonstrated administrative experience as an academic leader in the Upper School.
• Significant experience with and knowledge of Upper School students, their developmental needs, and Upper School curriculum.
• Excellent oral and written communications skills and interpersonal skills are essential.
• Strong organizational skills, works well and thrives in a team environment.
• Flexibility, imagination, and outstanding management skills.
• Proficiency in Apple operating systems, Microsoft Office (Word, Excel, PowerPoint, etc.).
• Technology literacy with learning management systems such as Blackbaud, Haiku, Google Office,, etc.
• Superior listening skills for all stakeholders
• Position requires the physical and sensory abilities necessary to work in a school office environment, sitting at a desk/working on a computer for an extended period of time, and being able to move around the building and grounds and occasionally lifting up to 30 lbs. Employee must have a valid Georgia driver’s license or the ability to obtain a valid Georgia driver's license.

Network Administrator

School: The Children's School
Available Position: Non-teaching Staff
Description:

The Children’s School seeks an experienced full-time Network Administrator to start immediately.

The mission of The Children’s School (TCS) is to enrich minds and inspire dreams. TCS is a progressive elementary school serving students from age three through eighth grade in a diverse community in midtown Atlanta. Grounded in principles of excellence, innovation, and play, our graduates are passion-driven young adults who lead lives of purpose in an interconnected world.

The Network Administrator oversees and is responsible for the school’s network infrastructure and operation, smooth operation, and management of the School’s cloud-based applications, including management Google GSuite, Powerschool Learning LMS, and TabPilot MDM systems. Additionally, the Network Administrator will be expected support daily technology operations, including printer support, troubleshooting and resolving community hardware issues, aid in the configuration and deployment of the School’s iPad program, as well as researching and recommending upgrades to support the School's network infrastructure goals. The Network Administrator will direct the work of IT/network vendors retained to repair and upgrade the School’s systems. This role interfaces frequently with department heads.

The overarching goal of the Network Administrator is to maintain consistent uptime of the School’s network infrastructure, services, and deployed systems. The Network administrator must have expert knowledge, a broad skill set, and experience with enterprise infrastructure products and solutions in a complex, multi-platform environment. The Network Administrator must understand and have experience with education-based software and hardware solutions, including, but not limited to Helpdesk support, learning management systems, student information systems, and mobile device management systems.

Bachelor’s Degree in Computer Science/Engineering/Math/IT Systems or a related field required. At least 3-5 years of related experience managing a complex network. Experience in an academic setting is a plus.

Fluency with Network Management standards, best practices and procedures. Strong Network troubleshooting skills. Fluency in firewall and router management systems, Meraki knowledge a plus. Fluency in multiple computer OSes, particularly, MacOS, iOS, Windows7/8/19, Windows Server 2012+. Broad knowledge of application software including G-Suite, Apple productivity suite, and Microsoft Office suite.

Must work well in a collaborative team environment as well as independently. Must possess professionalism, technical expertise, and excellent communication skills. Ability to handle varied Help Desk requests and manage multiple user requests concurrently, as well as teach both students and adults.

Compensation commensurate with experience. Qualified and interested candidates apply at http://jobs.jobvite.com/careers/tcsatl/jobs?__jvst=Career%20Site

Administrative Assistant for College Counseling

School: The Westminster Schools
Available Position: Non-teaching Staff
Description:

POSITION OVERVIEW
This individual in this position will serve as the administrative assistant and office manager for the College Counseling Team, consisting of a Director and four Associate Directors. The Administrative Assistant will be responsible for creating a positive first impression and welcoming presence, representing Westminster with professionalism and enthusiasm. The Administrative Assistant will craft departmental communications, maintain student records, and coordinate a variety of events.

Division Head: Head of Upper School
Supervisor: Director of College Counseling
Supervisory Responsibilities: None
Position Status: Salaried, Non-Exempt, Full-Time, Regular, 11-Month
Hours of Work: Standard work week. Evening and weekend work may be required.

ESSENTIAL RESPONSIBILITIES
-Provide exceptional service via phone and email, aiming to respond on the same business day
-Greet visitors with professionalism and enthusiasm
-Respond individually to campus visit requests (nearly 200 colleges annually)
-Tailor communications based on touch-points with administrators, faculty, staff, parents, students, alumni, and college representatives
-Manage office calendar and assist with calendar management for five full-time college counselors
-Liaise the facilities and operational needs of the College Counseling Suite and the team’s most frequently used meeting spaces
-Assist in the accurate and timely transmission of 1500 college and scholarship applications
-Maintain student records in protocols defined by the Head of Upper School and Dean of Academics
-Code and process expense receipts, as requested, on the school’s purchasing card system
-Plan events, on- and off-campus, including a variety of information sessions, retreats, open houses, and ceremonies
-Collaborate closely with Administrative Assistants and campus partners regarding event protocol
-Perform other duties as assigned

REQUIREMENTS AND QUALIFICATIONS
-Bachelor’s Degree
-A minimum of 5 years’ experience as an administrative assistant
-Very strong computer skills, including high competency in Microsoft Office software and Google Suite; experience with Naviance is a plus
-Polished oral, written, telephone, and e-mail communication skills; ability to communicate effectively with a variety of constituencies
-Ability to collaborate effectively with members of other divisions and departments
-Team player with a positive attitude, proactive approach, calendar awareness, and customer-service mindset
-Self-starter with ability to work independently and take initiative to meet deadlines in a time-sensitive and fluid environment
-Demonstrated ability to manage multiple projects at once, with a strong attention to detail and accuracy
-Ability to work in a public area
-Willingness to attend off-campus professional development, when available, including
the Naviance Summer Institute and ACCIS’ Office Assistants Program
-Commitment to the mission of The Westminster Schools and willing to serve as an ambassador for the School both internally and externally

PHYSICAL DEMANDS AND WORK ENVIRONMENT
While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch and crawl; talk and hear; engage in moderately strenuous physical activity both indoors and out. The employee may occasionally lift or move up to 25 pounds. Specific vision abilities required by this position include close vision, distance vision, depth perception, and the ability to adjust focus.

While performing the duties of this position, the employee is occasionally exposed to outside weather conditions and may walk on slippery or uneven surfaces.

TRAVEL
Travel is primarily local during the regular business day. Overnight and out-of-area travel may also be required.

EQUAL EMPLOYMENT OPPORTUNITY STATEMENT
Westminster is committed to the principle of equal opportunity in employment. It is Westminster’s policy to provide equal employment opportunities and administer terms and conditions of employment without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state, and local laws. EOE/M/F/D/V.

Note: This position description has been designed to indicate the general nature and level of work to be performed by employees within this classification. This position description should not be interpreted as a comprehensive inventory of all duties and responsibilities required or assigned to an employee in this position. Nothing contained in this position description restricts Westminster’s right to assign or reassign duties and responsibilities to this position at any time.

Academic Tutor

School: Landmark Christian School
Available Position: Non-teaching Staff
Description:

Part-time, After school
Start time: Immediately

Job Description:
Landmark Christian School is looking for highly qualified academic coaches/ tutors. Landmark is committed to providing every academic recourse to benefit to students and a full learning center is the next expansion. Tutors will list there available hours through our online portal where students can book one hour sessions directly with the tutor. Students can be from Landmark but is also open to students from the surrounding area. Tutors should monitor schedule for bookings, changes and cancellations. Tutors should arrive at minimum 5 minutes early before a session to be able to prepare for the session. During the session the tutor will clarify any questions and guide the student through the material. Tutors should always remain positive and present information in a way that the student learns and gains in confidence. Sessions should be educational and productive, but never should a tutor fully complete an assignment for a student. After a session, the tutor will then communicate with the parent(s) or guardian through email informing them of what was completed and studied as well as what assignments may still need to be completed.

Qualifications:
*Landmark Christian School is a faith based education service and perspective applicants should hold the same beliefs
*Applicants require at minimum a BS or BA and need to pass a corresponding test to tutor a subject
*Ideal candidates should have tutorial experience

After School Care Assistant

School: Saint Jude the Apostle Catholic School
Available Position: Non-teaching Staff
Description:

Assist in the After School Care program on Tuesdays-Thursdays from 3:15 to 6:15. Duties include monitoring playground, assisting with homework and snack, play games and interacting with students.

Administrative Associate to Finance and Operations

School: Friends School of Atlanta
Available Position: Administrator
Description:

General Information
The Friends School of Atlanta is an independent, co-educational, Quaker school providing an education to over 170 students in a pre-kindergarten through eighth grade program. Our mission is to provide challenging academics in a diverse environment, drawing on the Quaker testimonies, or values, of simplicity, peace, integrity, community, equality and stewardship to empower our students to go out into the world with conscience, conviction and compassion.

The Friends School of Atlanta continues a 325-year Quaker tradition of education based on the belief that there is that of God or goodness in every person, which Friends have historically referred to as the Light. We believe that all students have within themselves unique capacities for learning and achievement. The learning program provides opportunities for students to achieve their highest academic levels. In a supportive learning environment, students develop their capacities through independent thought, service and responsible action, thereby fostering lifelong learning, self-confidence and respect for others. We provide a caring, cooperative atmosphere encouraging students to support each other as equals, and discourage that which would set one student above another.

Quaker values, based in the worth of each person, are reaffirmed in the school by listening and negotiating in the spirit of unity. These same values lead us to strive for diversity among students, families, faculty and staff, the Board of Trustees and in all areas of school life. As students incorporate the value of human respect into their lives, we believe they will take their wisdom and turn it toward social issues that extend beyond the immediate community to the world at large.

Job Requirements
The school seeks an administrative associate in support of the financial operations and other administrative operations of the school. Successful candidates will have a college degree. Experience with Excel and BlackBaud systems management is valued.

Please do not contact the school by telephone but do email a cover letter, resume and three professional references to: adminassoc_finance@friendsschoolatlanta.org

The Friends School of Atlanta, Decatur, Georgia
Job Title: Administrative Associate to Finance and Operations Updated: July, 2018
Reports to: Director of Finance and Head of School
Job Summary: To provide administrative support with the financial operations and administrative operations of the school.
Job Responsibilities
Assists Director of Finance with Accounts Payable and Accounts receivable.
Assists Director of Finance with Rental Agreements for campus rentals.
Processes record of Leave of leave forms and timesheets for monthly payroll.
Manages all cash deposits and processes check deposits and credit card charges.
Orders office supplies for administrative team.
Assists Head of School with coordinating travel for professional development events for FSA community.
Supports Director of Finance in responding to requests for information from faculty and staff about budgets and POs.
Tracks receipt of Annual Release and Medical form (ARM), immunization forms, technology survey, technology use policy and GPSF Day signups. Submits immunization data to the Board of Health.
Maintains school’s emergency messaging system information and uses system to contact community as needed.
Maintains school calendars (master school calendar, Dates to Remember, Year at a Glance, website calendar, room. reservations, rental dates, all other school event dates).
Maintain information on students, families and faculty and staff as requested by the Head of school.
Supports Director of Advancement with donor database program, including processing gifts and generating donation acknowledgement letters, running reports and coordinating with other components of the schoolwide database management system.
Sets up and maintains summer camps in RegPoint, including promo codes, registration questions, scheduling and verification of payments. Assists registrants as needed with online registration. Produces reports as requested.Emails reminder a week before account balance automatically will be submitted to credit card used to register. Assist with camp administration as requested by the Head of School.
Assists Registrar with database/records management.
Arranges for service on all copiers and postage meter as needed.
Is a member of the Crisis Management Team. Emails daily weather/air quality report to faculty and staff by 7:45 am each morning. Assists Head of School in conducting a yearly review and update of the school’s crisis management plan, and updates first responder information near the beginning of each year.
Serves on at least one faculty committee.
Follows the policies and procedures in the Parent and Faculty and Staff Personnel Orientation Handbooks.
Attends all faculty/staff meetings unless excused in advance by Head.
Holds in confidence issues relating to other faculty, staff, students, and parents. Information may need to be shared among other faculty/staff for the well-being of the student.
Performs other appropriately-assigned tasks requested by the Head of School.

Aftercare Teacher

School: Friends School of Atlanta
Available Position: Teacher
Description:

General Information
The Friends School of Atlanta is an independent, co-educational, Quaker school providing an education to over 170 students in a pre-kindergarten through eighth grade program. Our mission is to provide challenging academics in a diverse environment, drawing on the Quaker testimonies, or values, of simplicity, peace, integrity, community, equality and stewardship to empower our students to go out into the world with conscience, conviction and compassion.

The Friends School of Atlanta continues a 325-year Quaker tradition of education based on the belief that there is that of God or goodness in every person, which Friends have historically referred to as the Light. We believe that all students have within themselves unique capacities for learning and achievement. The learning program provides opportunities for students to achieve their highest academic levels. In a supportive learning environment, students develop their capacities through independent thought, service and responsible action, thereby fostering life-long learning, self-confidence and respect for others. We provide a caring, cooperative atmosphere encouraging students to support each other as equals, and discourage that which would set one student above another.

Quaker values, based in the worth of each person, are reaffirmed in the school by listening and negotiating in the spirit of unity. These same values lead us to strive for diversity among students, families, faculty and staff, the Board of Trustees and in all areas of school life. As students incorporate the value of human respect into their lives, we believe they will take their wisdom and turn it toward social issues that extend beyond the immediate community to the world at large.

Job Requirements
The school seeks an after school teachers working with 3-year-old and elementary aged students. Successful teachers engage students using teaching methods and strategies that are creative and individualized.
Please do not contact the school by telephone but do email a resume, statement of educational philosophy, and three professional references to: [maybe aftercareteacher@friendsschoolatlanta?]

The Friends School of Atlanta, Decatur, Georgia
The Friends School of Atlanta, Decatur, Georgia
Job Title: Aftercare Staff Updated: July, 2018
Reports to: Aftercare Director(s) and Head of School
Job Summary: To work with children in the Aftercare program, carrying out the program planned with Aftercare Director(s) and following Friends’ educational philosophy.
Job Responsibilities
Follows the schedule for Aftercare developed by the Aftercare Director.
Gives input as requested in planning activities for program.
Carries out program in keeping with Friends’ educational philosophy, meeting the needs of a multi-age, inclusive group of students in a cooperative and non-competitive atmosphere.
Implements the behavioral plan specified by the Aftercare Director and use the queries (see Section VII in Parent Handbook) to guide its implementation.
Keeps the safety, care and education of the students of utmost importance.
Participates in required training and staff development opportunities (Faculty & Staff Personnel Orientation Handbook, A-2).
Works scheduled hours of 3–6pm daily unless assigned differently.
Keeps an accurate time sheet and turn it into the Aftercare Director at the end of each week.
Attends pre- and post-planning, faculty/staff workdays and development activities unless excused in advance by the Aftercare Director(s) and/or the Head of School.
Holds in confidence issues relating to other faculty, staff, students, and parents. Information may need to be shared among other faculty/staff for the well-being of the student.
In the case of a serious accident or injury that requires medical attention (or may possibly require), immediately fills out an Incident Report (Faculty and Staff Personnel Orientation Handbook, Part B, Form 8) and give it to the Education Head.
Follows the policies and procedures in the Parent and Faculty and Staff Personnel Orientation Handbooks.
Fulfills terms of employment contract and Terms and Conditions of Employment
Carries out other appropriately-assigned tasks.

Admissions Coordinator for the Wardlaw School

School: Atlanta Speech Schhol
Available Position: Non-teaching Staff
Description:

ATLANTA SPEECH SCHOOL
ADMISSIONS COORDINATOR FOR THE WARDLAW SCHOOL

Start Date: August 2018
The Atlanta Speech School has evolved over its 78 years into the nation’s most comprehensive center for language and literacy – earning a rising national reputation as the educational equivalent of a teaching hospital. The School attracts a staff of the most gifted and committed teaching professionals who apply the research of the nation’s leading brain development and educational experts to achieve transformational language and literacy outcomes for children through its four school divisions, five clinical programs, and Rollins Center for Language & Literacy (“Rollins Center”) professional development program. The School has never turned away a child in need of services based on his or her family’s financial circumstances. All of the School’s efforts are interrelated and intentional, creating a circle of impact that is continually refined and strengthened across all programs. Our mission is to help each person develop his or her full potential through language and literacy. Please visit our website for further information: www.atlantaspeechschool.org.
The Wardlaw School for children with dyslexia and other language-based learning disabilities is currently seeking an outstanding professional to serve as Admissions Coordinator.
Wardlaw School:
The Wardlaw School is dedicated to serving children with average to very superior intelligence and mild to moderate language-based learning disabilities including dyslexia (reading disability). Children accepted into the Wardlaw School may exhibit underlying auditory and/or language processing problems that make it difficult for them to learn in their present educational setting. Our students are between the ages of 5 and 12 years old and are in kindergarten through 6th grade. Wardlaw School students typically have a diagnosis of dyslexia or “red flags” for dyslexia. They may also have difficulty understanding and/or using spoken language, expressing themselves through written language, or experience mathematical difficulties.

The Wardlaw School employs passionate professionals who strive to be leaders in their field and who are committed to excellence in the education of all children. Knowledge and understanding of research-based practices in the areas of language development, reading and math are the cornerstone for all that we do. We seek to hire innovators and thinkers who choose to work in an environment where they can truly make a difference in the life of a child. The Wardlaw School encourages all of its students, educators, specialists and clinicians to be engaged, perpetual learners.

POSITION SUMMARY
The Wardlaw School is seeking an Admissions Coordinator, under the direction of the Director of Admissions, to provide administrative assistance, manage the admission process for applicants from initial inquiry to enrollment, oversee the admission database, and provide statistical analysis.

Essential Job Duties:
General & Administrative
• Provide in-depth information regarding the School (differences in programs and clinical services) and the Wardlaw School program paradigm (student profile, placements per grade level, student ratios, demographics, school schedule, tuition cost, financial aid, transportation, etc.)
• Promptly answer telephone calls and emails by providing relevant and accurate information
• Create statistical reports for Admissions Committee meetings, Wardlaw School directors and Board of Directors
• Review and reconcile receipt of proper payments for Georgia Special Needs Scholarship
• Maintain online admission tour schedule and tours, and coordinate applicant placement screenings
• Perform other duties as assigned

Skills/Qualifications
Experience
• At least 3 years of experience working in college or school admissions office preferred
• Administrative assistant or office manager experience
• Strong organizational skills
• Demonstrated ability to work proficiently in various software applications, including MS Word and Excel
• Database and spreadsheet experience required
• Experience with or willingness to learn industry-specific software (RenWeb)
• Bachelor’s Degree required

Soft Skills
• People person with a servant’s heart
• Attention to detail with a great sense of urgency
• Active listening skills with a vision for the future
• Anticipate needs of the department
• Self-starter who sees the big picture
• Adept at displaying grace under pressure
• Must have the ability to communicate accurately and clearly both orally and in writing
• Persistence with professionalism

Problem Solving Skills
• Excellent problem solving and people skills for collaboration
• Customer service oriented “can do” approach to work
• Ability to work independently with confidence

Planning and Time Management Skills
• Extreme attention to detail with superior organizational skills, thoroughness and accuracy
• Focused
• Project and process management

Technology Skills
• Microsoft Office 365 skills required
• Must have formal training in office procedures and use of office equipment

Compensation and Benefits: This is a full-time school position, offering a generous benefit package including health/dental/life/vision and long term disability insurance. The Speech School subsidizes health insurance premiums of staff and families. Other benefits include Flexible Spending Account; 403(b) Plan; cost reduction of some Atlanta Speech School services; complimentary meals onsite during working hours; vacation and accrued sick leave.

Salary: Salary is commensurate with experience.
To Apply: To ensure that your application is considered, please submit cover letter and resume by July 31, 2018
Contact:
Iris Goodson
Director of Human Resources

Email: hr@atlantaspeechschool.org

Subject line: Admissions Coordinator- Wardlaw School

Please no phone inquiries.

Substitute Teacher

School: Swift School
Available Position: Teacher
Description:

Swift School serves students with dyslexia and related language-based learning differences in grades 1 through 8. Swift welcomes applicants for both the Lower and Middle Divisions. Experience and teacher certification are preferred. Please send a cover letter and resume to Roni Battoglia.