Lower School Curriculum & Instruction Coordinator

Jun 1 2026

Berkeley Carroll is a Pre‑K through grade 12 college preparatory school of approximately 1,000 students located in the Park Slope section of Brooklyn in New York City. Our vibrant learning environment draws students from all over the city. Admission to the school is competitive and both our parents and students value achievement and community.

The Lower School Curriculum & Instruction Coordinator oversees curriculum mapping across PK‑4 in the lower school, working in collaboration with administration, specialists, classroom teachers, and coordinators to ensure the organization, maintenance, and accessibility of all curriculum resources in a Learning Management System (Toddle).

The Lower School Curriculum & Instruction Coordinator is also responsible for overseeing and leading the continued development, alignment, and coherence of the Humanities curriculum in the Lower School (grades 3‑4). The Humanities program in these grades is in an exciting chapter, and this work will involve championing its vision, stewarding its continued development, and ensuring its meaningful execution across classrooms.

• Partner with the leadership team and other coordinators to ensure alignment in practice and the evolution of program
• Support colleagues in curriculum design through backward planning aligned to the school’s competency‑based framework, and develop pacing guides that ensure alignment between learning outcomes, instruction, and assessment
• Support the design of assessments and support faculty in analyzing data to inform instructional decisions and drive student learning outcomes.
• In collaboration with administrators, coordinators and specialists, steward the organization and accessibility of all curriculum resources in a Learning Management System (Toddle) so faculty can easily navigate materials across grade levels
• Advance faculty knowledge of contemporary pedagogy and high‑leverage instructional practices through faculty meetings, content‑driven curriculum discussions, and individualized teacher support.
• Collaborate with lower school administration to assess instructional practice and deliver constructive feedback that supports teacher growth and development.
• In collaboration with the lower school administration, support the onboarding of new head teaching faculty, including but not limited to coaching, orientation to the Lower School curriculum, and the ability to navigate and contribute to Toddle

• Partner with the Literacy Interventionist and Literacy Coordinator on aligning and pacing 3‑4th grade structured literacy and humanities curriculum
• Oversee and lead the development, alignment, and coherence of the Lower School Humanities curriculum (Grades 3‑4) fostering interdisciplinary connections where appropriate and ensuring that Berkeley Carroll’s Portrait of a Learner —its essential skills and habits of mind—is consistently cultivated
• Support colleagues in designing rigorous, engaging Humanities lesson plans that reflect best practices and curricular priorities
  • Lead Humanities grade team meetings for teachers in Grades 3 and 4, observe practice and provide growth‑producing feedback to enhance and support the development of teachers in their Humanities instruction

• Provide guidance around the alignment and coherence of specials, fostering interdisciplinary connections where appropriate and ensuring that Berkeley Carroll’s Portrait of a Learner —its essential skills and habits of mind—is consistently cultivated.

• A Master’s degree in Education
• Head teaching experience in a Lower School classroom setting
• Expertise in curriculum design, Universal Design for Learning (UDL), RULER, Responsive Classroom, restorative practices, and culturally responsive teaching in curriculum design
• Ability to collaborate effectively and professionally with teachers and support staff
• Facility with technology, including databases, spreadsheets, curriculum management systems such as Toddle
• Deep knowledge of the developmental needs of elementary students
• Demonstrated understanding of contemporary pedagogy and use of evidence‑based…