The Schoolhouse Learning Center in South Burlington, Vermont has an opening for a teacher in our 4th-5th grade multi-age classroom. We seek a teacher who values mindfulness, enjoys teaching spirited, independent children, is committed to social and environmental justice, and welcomes diversity. You should be willing to examine your own biases, improve your teaching practices, and integrate anti-bias teaching and learning into your classroom. This is an unusual and exciting opportunity to join a team of creative, skilled educators in a progressive academic environment.
The ideal candidate understands child development and is passionate about progressive education. You should have experience with or a willingness to learn progressive approaches to learning and teaching, and embrace our play- and nature-based philosophy. Teachers here are patient and willing to allow learning—social, emotional, and academic—to unfold in unique ways for each individual child, at their own pace. Classrooms are also open to parental/family involvement and contributions.
Schoolhouse is a state of Vermont approved independent school and a licensed childcare center, serving children from preschool through 8th grade. We’re located on 28 acres of protected wetlands, with access to forests, and we partner with a nearby small-scale family farm. We have a long history of offering a quality education which promotes curiosity and independence across a wide range of students and their families. Rather than asking students for answers, we guide them in exploring their observations and thinking. Rather than administering tests, we provide ample problem-solving opportunities, such as displays and presentations developed from students’ interest-led research and explorations. Learning at Schoolhouse is relevant, hands-on, and project-based, and we spend a lot of time outside the classroom.
The anticipated opening for this position is August 2023, with the possibility of paid opportunities to observe and mentor during the Spring of 2023.
Job Summary/Essential Functions
The elementary teacher will work with a multi-age class of diverse learners and will be responsible for designing and assessing all aspects of curriculum—literacy, math, social studies, science—and integrating project- and field-based opportunities with core subject areas.The candidate will possess the leadership skills and confidence to take on the challenge of creating broad-based learning opportunities while providing a strong grounding in core, foundational areas. You must facilitate learning, not merely provide access to information.
As part of the elementary team, the teacher will be a part of school-wide events and activities that are central to students’ experiences and to the school’s culture, including the school play, the Field Food Forest Program, research projects on common topics and other performances and presentations. The teacher will also be a vital part of creating a community in which students are encouraged and supported in asking hard questions and exploring a range of answers through an ever-evolving sustainability and social justice lens.
The ideal candidate will:
- Invent and implement strong academic curricula and assessments in core subject areas, including math, science, literacy, art, social sciences, and physical education. Curricula must also include integrated studies in social and environmental justice.
- Develop a cohesive class culture and provide students with leadership opportunities in the school and broader community; integrate our five core concepts into daily classroom experiences.
- Create curricula that are responsive to the interests and experiences of students while attuned to age-appropriate standards and competencies.
- Be conversant in the national and state standards in core subject areas and creatively align the program with the standards.
- Create varied opportunities for individualized learning, including scaffolding curriculum to meet the needs of diverse learners.
- Devise (and revise) course materials from year to year. You should be inspired by your own passions and knowledge, previous teaching experience, collaboration with other Schoolhouse teachers, and an understanding grade level standards.
- Provide loving, strengths-based, age-appropriate guidance for students’ social, emotional and intellectual growth; be a patient and compassionate facilitator students’ management of their own learning.
- Model excitement about learning, being part of a team, and recognizing the variety of strengths individuals bring to the table.
- Communicate frequently with diverse audiences — teachers, parents, administration and community organizations.
- Be open and willing to work with educational professionals and Schoolhouse administrators related to student evaluations and learning plans (ie IEPs, services plans, psycho-educational evaluations, etc.).
- Be part of the larger Schoolhouse Community and support the institution and its mission.
- At least one year of experience leading a classroom. Minimum of 3 years teaching experience at the elementary level; experience in independent schools and/or alternative learning environments a plus, but not necessary.
- Willing to work with and be mentored by current Schoolhouse teacher(s).
- Methodical and organized.
- Effective communicator—orally and in writing; excellent social and leadership skills.
- Proven track record of strong student and community relations.
- Passion for and knowledge about place- and project-based learning.
- Committed to a strengths-based approach to nurturing students’ social, emotional, physical and intellectual growth.
- Competent, compassionate, and flexible in providing a positive and successful environment for all kinds of learners and temperaments including issues of giftedness, gender, race, and learning differences.
- Fierce advocate for students’ need for play and movement.
- Non-dogmatic in adherence to specific teaching pedagogies.
- Love the natural world and a desire to instill that reverence in students.
- Compassionate team player.
- Experienced in (or at least intrigued by) alternative/progressive approaches to education.
- Excited to seek professional development and educational opportunities.
- Able to acclimate easily to a new environment and school culture.
- Comfortable with ambiguity.
- Unfazed (and even delighted) by the antics and challenges of elementary-aged students.
Education and Training
- Bachelors degree in a relevant field (ex: Education, Environmental Science, Math, English, History, etc) OR an equivalent experience; teaching certification a plus.
- Technologically competent, including working knowledge of personal computers, google docs and tablet-based apps.
- Understanding of principles, philosophy, and practices in child development and education.
- Must possess a valid driver’s license and be willing to seek training to obtain a Type II bus driving endorsement.
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 accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Must be able to walk, sit (on floors and chairs), talk, listen, use hands and fingers to feel, handle or operate objects, tools or controls, and reach with hands and arms.
- Specific vision abilities required by this job include near and far vision and the ability to monitor multiple children in indoor and outdoor settings.
- The employee must occasionally lift and/or move up to 75 pounds (i.e., tables, chairs).
Salary range is $37,000 to $55,000 per school year depending on experience.
For more information about The Schoolhouse please visit the Schoolhouse website: www.theschoolhousevt.org
To apply for this job, please visit:
The Schoolhouse Learning Center is committed to the work of anti-racism and anti-bias. We believe every student should learn – in age-appropriate ways – about the impact of institutional racism, white privilege, and the policies that have and continue to uphold it. White students should emerge from Schoolhouse with the language, the practical skills, and the experience to be anti-racist and anti-biased, to be “upstanders” in their communities and advocate for social justice throughout their lives. BIPOC students should feel safe and unburdened by the emotional labor of having to defend social justice or explain white supremacy.