Position Summary

We are seeking a capable, experienced, and child-centered Head General Studies Teacher to lead our first–third grade girls’ General Studies program.

The Head General Studies Teacher will take primary responsibility for General Studies instruction, curriculum, assessment, classroom flow, and communication with families. Working as part of a collaborative teaching team, the teacher will provide engaging, developmentally appropriate instruction while ensuring that each child receives the individualized attention and support she needs to succeed.

This is a professional lead-teaching role requiring someone who can independently plan and deliver instruction, manage a mixed-age classroom, differentiate effectively, and take ownership of students’ academic progress.

Montessori experience is welcome but not required. Training on the Montessori materials and work cycle will be provided. What is essential is a competent, warm educator who can lead instruction clearly, collaborate effectively, and respond skillfully to individual children’s needs.

Key Responsibilities

Instruction

• Lead daily General Studies instruction in reading, phonics, writing, spelling, grammar, handwriting, mathematics, science, and social studies.
• Plan and deliver differentiated instruction to students across first through third grade, using both whole-class and small-group instruction as appropriate.
• Lead reading and literacy groups, tailoring instruction to students’ individual reading levels and needs.
• Teach and assess mathematics, including developing students’ foundational skills, problem-solving abilities, and mathematical fluency.
• Own defined subject areas and grade-level curricula, taking responsibility for lesson planning, instruction, assessment, grading, homework, and communication with parents.
• Provide individualized instruction to students who need additional support, reinforcement, or enrichment.
• Monitor student progress through ongoing assessment and adjust instruction accordingly.
• Foster independence, curiosity, resilience, and a growth mindset in students.

Classroom Flow & Work Cycle

• Take primary responsibility for the daily classroom environment, establishing a calm, organized, and purposeful learning atmosphere.
• Guide students through the Montessori work cycle and support the development of independence and responsibility.
• Maintain clear classroom routines and expectations while using positive discipline practices.
• Recognize when a child is struggling academically, socially, emotionally, or behaviorally and respond appropriately.
• Help students navigate frustration and challenges while encouraging perseverance and self-regulation.
• Ensure that classroom materials, transitions, and routines support an effective learning environment.
• Work collaboratively with co-teachers and other staff to maintain consistent expectations and classroom practices.

Planning & Collaboration

• Develop and maintain a thoughtful, cohesive General Studies curriculum for Grades 1–3.
• Plan regularly with teaching partners and coordinate instruction, student needs, assessments, and weekly classroom flow.
• Participate in whole-staff planning and professional development.
• Collaborate with Judaic Studies teachers and school administration to support the academic and personal growth of each student.
• Meet with administration and the teaching team before the school year to establish classroom expectations, curriculum goals, and responsibilities.
• Contribute to curriculum development and long-term planning for the Lower Elementary General Studies program.

Parent Communication & Student Assessment

• Serve as the primary General Studies point of contact for parents.
• Communicate regularly with parents regarding academic progress, strengths, challenges, and areas for growth.
• Prepare thorough and thoughtful progress reports.
• Participate in parent-teacher conferences and other meetings as needed.
• Maintain accurate records of student assessment and progress.
• Work with administration and other educators to develop appropriate supports for students who require additional attention.

Required Qualifications

• A competent, experienced elementary educator able to lead instruction clearly and independently.
• Experience teaching elementary-aged students, preferably in Grades 1–3.
• Strong knowledge of elementary mathematics and literacy instruction.
• Ability to differentiate instruction across multiple grade levels and ability levels.
• Strong classroom management and organizational skills.
• Excellent communication skills and the ability to build strong relationships with students and families.
• Strong classroom insight and the ability to recognize and respond appropriately to individual student needs.
• Warm, patient, and child-centered approach.
• Willingness to collaborate closely with colleagues and participate in regular planning.
• Bachelor’s degree required; teaching certification and/or advanced degree preferred.

Preferred (Not Required)

• Montessori exposure or training.
• Experience with mixed-age classrooms.
• Experience with small-group and individualized instruction.
• Experience in a Jewish day school.
• Familiarity with a traditional elementary curriculum alongside Montessori methodology.
• Willingness to learn and incorporate Montessori materials and work-cycle practices.

Montessori experience is not required. Training will be provided on the school’s Montessori materials and work cycle. Willingness to learn and implement these methods is expected.

Schedule & Structure

Grade Levels: First through third grade girls
Program: General Studies
Classroom Structure: Mixed-age second and third grade, with first grade taught separately
Typical Day: Second and third grade General Studies in the morning; first grade in the afternoon (schedule to be confirmed)
Works Alongside: General Studies co-teacher(s) and Lower Elementary teaching team
Reports To: School administration

The Head General Studies Teacher will serve as the primary instructional leader for the General Studies program, while working collaboratively with other teachers and school administration to create a warm, academically strong, and developmentally appropriate learning environment for every student.