About Weekday School Weekday School is a small, independent PreK through Grade 5 school rooted in Reggio Emilia-inspired, progressive practice. We are seeking an experienced educator to lead our PreK classroom. We believe children are capable, curious, and full of ideas worth following. Our classrooms are shaped by children's questions, thoughtful observation, emergent curriculum, portfolio-based assessment, and meaningful time outdoors. Because we are a small school, teachers also contribute to the life and functioning of the larger community. We value educators who take initiative, communicate directly and respectfully, follow through on shared responsibilities, and are willing to help when the needs of children or the school extend beyond the usual classroom routine. About the Role The PreK Teacher will hold primary responsibility for planning and leading the classroom, communicating with families, documenting children's growth, and making thoughtful decisions about children's needs. Although this is a single classroom-teacher position, the teacher will not work in isolation. The PreK Teacher must be comfortable collaborating and co-teaching with other teachers, specialists, and support staff who work in the classroom. They will also work closely with educators across grade levels to develop shared inquiries, mixed-age experiences, school-wide projects, and a cohesive learning community. Successful teaching at Weekday requires open communication, shared problem-solving, receptiveness to feedback, and the ability to work through disagreement professionally. Responsibilities Develop and lead an emergent, child-directed curriculum grounded in close observation of children's interests, questions, relationships, and development. Translate observations into thoughtful classroom experiences, materials, provocations, and longer-term areas of inquiry. Lead daily classroom planning, routines, transitions, supervision, and the creation of an engaging learning environment. Collaborate and co-teach effectively with other teachers, specialists, and support staff working in the classroom. Work across grade levels to plan shared studies, mixed-age experiences, school events, and community initiatives. Observe, document, and reflect on children's learning through portfolios, written observations, photographs, and other forms of non-comparative assessment. Lead family communication, conferences, classroom updates, and conversations about children's growth or support needs. Facilitate frequent outdoor and Forest School-style learning experiences throughout the year and in varied weather. Support children's social-emotional development through responsive, relationship-based, and developmentally appropriate practices. Collaborate with school leadership and colleagues to understand and support the whole child. Communicate respectfully and constructively with colleagues and leadership, including when navigating disagreement, feedback, or changing circumstances. Follow through reliably on plans, deadlines, documentation, classroom preparation, and school responsibilities. Participate actively in staff meetings, professional development, school events, classroom setup and breakdown, and community initiatives. Assist with arrival, dismissal, staff coverage, shared spaces, school events, and other reasonable school-wide needs when circumstances require. Respond calmly and flexibly to the changing needs of children, colleagues, and a small-school environment while maintaining safety and appropriate professional boundaries. Required Qualifications Bachelor's degree in education or child development. At least three years of early childhood classroom experience, including experience holding primary responsibility for planning and leading a classroom. Demonstrated ability to develop curriculum from children's interests and observations rather than relying solely on a predetermined program. Strong observational, written documentation, and reflective-planning skills. Experience communicating directly and thoughtfully with families. Demonstrated ability to collaborate and co-teach respectfully, receive and act on feedback, address challenges directly, and fulfill shared responsibilities. Comfort working across classrooms and grade levels as part of a larger teaching team. Comfort teaching outdoors regularly and in varied weather. Dependability, sound judgment, initiative, flexibility, and consistent professional conduct. Preferred Experience Reggio Emilia-inspired, emergent, progressive, or project-based teaching. Portfolio-based assessment and pedagogical documentation. Forest School or nature-based education. Supporting neurodivergent children and children with varied developmental needs through inclusive, relationship-based practice. Particular depth in the arts, early literacy, outdoor learning, social-emotional development, family partnership, or classroom documentation. Who Thrives at Weekday The strongest candidates are reflective educators who notice what needs attention and take responsible action. They can lead without controlling, collaborate without avoiding difficult conversations, and remain flexible without losing reliability. They understand that in a small school, contributing to the community may sometimes mean co-teaching with a colleague, helping with another group of children, covering a transition, preparing a shared space, supporting an event, or taking on an unexpected, but reasonable, need.

Pay:

$50,000.00 - $60,000.00 per year Application Question(s): Do you have experience with emergent curriculum? Are you comfortable teaching outside in varied weather conditions?

Education:

Bachelor's (Required)

Experience:

early childhood teaching: 3 years (Required)

Work Location:

In person