Lower School Teacher; Maternity Leave

Lower School Teacher (Gr 1-2)

Maternity Leave (Aug 20th - Jan. 30th)  School Year

The Lang School seeks creative, passionate, and dedicated teachers and specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subjects, and clinical support areas.

We offer our highly promising learners in grades 1-12 a rigorous, learner-centered, empirically validated education with integrated supports that foster independence and self-advocacy.

We are looking for a confident, Lower School (1-5) Teacher trained and experienced in working with gifted and/or special needs students to join our team on a full-time basis. For the  school year, this position will be for a 1st/2nd grade bridge class.

• NY State teaching certification
• Master's degree with a major in Education
• Minimum of three years of lead-teaching experience
• Experience leading Orton Gilligham-based literacy intervention (Wilson Reading, Fundations)
• Experience working with students with learning differences or gifted education needs
• Experience reading and interpreting Neuropsychological Evaluations and/or IEPs
• Proficiency with classroom technologies, online learning platforms, and Google Suite
• Must be legally authorized to work in the United States and does not require sponsorship for an employment visa to work in the U.S. now or in the future

• Authentic connection with our school's mission and our student population of twice-exceptional learners
• Experience working in gifted and special needs learning spaces, and have deep knowledge in and passion for their area(s) of specialty
• Grounded in an understanding of progressive, inquiry-based education
• Experience with or a desire to teach in a setting that honors the competence, independence, and promise of children so that strengths can be amplified and skills in progress are supported with transferable strategies and tools
• Creative designer of learning experiences who leverage student interests, real-world problems, and professional tools to create a purposeful experience that drives student learning
• Experience teaching gifted and twice-exceptional students.
• Deep knowledge of historical inquiry, historiography, and research-based instruction.
• Strong ability to differentiate instruction for a variety of learning needs.
• Familiarity with neurodivergent learning profiles (e.g., ADHD, dyslexia, autism, anxiety).
• Excellent collaboration and communication skills.
• Commitment to student-centered and inquiry-based learning.

• Develop and implement a dynamic, inquiry-based history curriculum that integrates multiple perspectives and historical thinking skills.
• Differentiate lessons to accommodate diverse learning needs, including giftedness and learning disabilities.
• Use primary sources, multimedia, and experiential learning to engage students in historical analysis.
• Foster students’ critical thinking, research, and writing skills through discussion, debate, and project-based learning.
• Integrate themes of identity, justice, and ethical decision-making in historical study.
• Collaborate with special education teachers and other faculty to provide individualized support and accommodations.
• Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (school psychologists, reading and writing specialists, OT, SLP, college counselor, and school leadership)
• Work cross collaboratively to ensure literacy skills are aligned across content areas
• Build and maintain strong, trusting relationships with students, colleagues, and parents
• Implement classroom Supports for Tier I intervention including but not limited to restorative approaches to behavior, positive behavioral supports, social emotional learning
• Provide meaningful feedback on student work and consistently communicate progress to families and caregivers.
• Maintain accurate records of student performance and contribute to IEP and 504 Plan meetings as needed.
• Stay current with best practices for teaching twice-exceptional students and participate in professional development.
• Participate…