https://jobbank.apap365.org Latest APAP Job Bank Jobs Fri, 24 Apr 2026 05:21:20 Z https://jobbank.apap365.org/jobs/rss/22144213/part-time-spanish-teacher-lower-school https://jobbank.apap365.org/jobs/rss/22144213/part-time-spanish-teacher-lower-school New York, New York, Marymount School seeks a warm, enthusiastic, and experienced educator to teach Spanish in our Lower School. We believe students in Lower School are at a critical period of intellectual, social-emotional, and linguistic development, and we are committed to fostering curiosity, confidence, and a strong foundation for lifelong learning. The ideal candidate brings a deep understanding of early childhood pedagogy, effective classroom structures, and a commitment to language acquisition through immersive and developmentally responsive practices. This teacher will design and facilitate a rich, language-based environment in which students engage with Spanish through purposeful play, storytelling, music, and cultural study. This is a part-time position averaging 12–14 hours per week, typically scheduled across 2–3 days. There may be opportunities for additional hours based on programmatic needs and candidate interest. Responsibilities: Designing and implementing developmentally appropriate Spanish curriculum for students from Pre-K and older Cultivating an immersive classroom environment that supports authentic language acquisition Integrating music, storytelling, movement, and cultural content Establishing consistent classroom routines that promote student independence and engagement Collaborating with classroom teachers to support interdisciplinary connections and student development Communicating effectively with colleagues and families regarding student progress and program goals Qualifications: Fluency in Spanish (native or near-native proficiency required) Degree in Early Childhood Education, Spanish, or a related field Experience teaching preschool and/or kindergarten-aged students Knowledge of research-based language acquisition practices A warm, patient, and engaging approach to working with young children Strong communication and classroom management skills A commitment to equity and belonging in teaching practices Experience collaborating with colleagues on curriculum design and student learning We believe in the transformative power of a diverse and inclusive community, and we actively seek candidates from diverse backgrounds. We are an equal opportunity employer and do not discriminate on the basis of race, color, national and ethnic origin, religion, age, disability, marital status, sex, sexual orientation, or gender in our educational programs or employment practices. To apply, please visit our Careers Page . Please submit a letter of interest, a resume, and contact information for three references. No phone calls or faxes please. Mon, 23 Mar 2026 20:04:55 -0400 https://jobbank.apap365.org/jobs/rss/22180510/lower-school-music-teacher https://jobbank.apap365.org/jobs/rss/22180510/lower-school-music-teacher New York, New York, Village Community School seeks to hire a Lower School Music Teacher This is full-time 10-month position, starting August 31, 2026. Annual Salary Range $79,000 - $147,240 All prospective candidates should send a cover letter and resume to hr@vcs-nyc.org . COMPETENCIES Love of Teaching and Learning - Have intellectual curiosity and a lifelong passion for learning. Embody a caring and enthusiastic approach to education. Developmental Awareness - Understanding of developmental needs of children Promote Empathy and Respect - Ability to stimulate students’ interests in others – past and present – and heighten their appreciation of diversity in all forms. Grounded in Justice - Commitment to help create an anti-bias and equitable community and society. Consistently demonstrate knowledge of antiracist and social and emotional teaching practices. RESPONSIBILITIES Create and maintain an inclusive learning environment that is conducive to the intellectual, physical, social, and emotional development of students. Affirm the identities of all members of our community. Actively teach engaging and motivating lessons to K-5 th grade students. Work collaboratively with the Division Director and department coordinator to implement curriculum that meets the needs, interests, and abilities of students. Meet regularly with the Division Director to receive feedback and mentorship. Oversee the Instrument Program. Collaborate with teachers and student support teams to monitor, assess, and document students’ academic and social emotional progress. Communicate standards, achievements, and areas of concern to students and parents. Meet and communicate with parents both formally and informally (email, phone calls, conferences, and progress reports). Monitor students during additional duties such as lunch or recess. Attend grade level, department, staff, and professional development meetings. Report directly to the Lower School Director.   Mission Statement Village Community School develops self-motivated students who value the challenging and rewarding process of learning as an integral part of life. We choose to be a diverse community where equity, creativity and critical thinking are essential to the rigorous education we provide. Our graduates are skilled and confident, able to advocate for themselves and others. They are well prepared for high school and for their futures in an increasingly complex and dynamic world.   Diversity Statement Village Community School is strengthened and enriched by the diversity of our students, families and staff. We are committed to cultivating intellectual, social and emotional growth in an inclusive environment where diverse experiences and perspectives are essential to the rigorous education we provide.   WHO WE ARE Village Community School opened its doors to students in September 1970. To this day, VCS continues to be a leader in K-8 education. At VCS, our structure and program spur young minds to seek patterns and connections between subject matter, deepening understanding while fueling the curiosity that creates self-motivated critical thinkers. Exciting epiphanies happen every day at VCS. Our curriculum prepares students for a complex, interconnected world. The K-8 years are critically important to a child’s academic and social development. At VCS, we devote all of our resources to helping students establish an unabashed love of learning and the resilient self-confidence that will serve them well for a lifetime. We take our students seriously. We know how sophisticated young minds can be when offered opportunities to tackle the big questions and stretch beyond typical expectations. Our K-8 structure also provides many opportunities for students to be leaders. They best demonstrate what it means to value and encourage each other, developing rewarding relationships across age groups based on trust and mutual reliance. VCS offers competitive compensation and a generous benefits package. VCS is deeply committed to diversity among our staff, and applicants of diverse backgrounds are strongly encouraged to apply.   Based on Experience Mon, 06 Apr 2026 10:48:33 -0400 https://jobbank.apap365.org/jobs/rss/22180440/technical-director-and-production-manager https://jobbank.apap365.org/jobs/rss/22180440/technical-director-and-production-manager New York , New York, The Chapin School, an independent K-12 day school for girls located in New York City, seeks an individual with experience designing, coordinating, and implementing all technical elements of school productions and school-wide performing arts events to serve as Technical Director and Production Manager, a 75% FTE role beginning 2026-27.  All candidates are encouraged to be familiar with Chapin’s website and mission . Job Overview The Technical Director and Production Manager is responsible for designing, coordinating, and implementing all technical elements of performing arts productions and events. This individual will have a strong foundation in technical theater – including lighting, scenic construction, sound, and production management – and will possess a passion for sharing these skills with students in a safe and structured environment. This individual is committed to working collaboratively and flexibly with the K-12 Arts team, production team members, and various departments to ensure that all technical elements of productions run smoothly.  Responsibilities  Oversee and provide technical support for all K-12 performing arts productions Oversee all aspects of the technical theater process, including planning, build, load-in, tech rehearsals, performances, and strike Design set, lights, and/or sound for school productions (subject to change as needed): Class 2 Play – In-school performances in March Class 3 play – In-school performances in May Lower School Thanksgiving Assembly – In-school performances in November Middle School Musical/Play – After-school performances in November Class 6 or 7 Play – After-school performances in May Upper School Fall Play – After-school performances in November Upper School Winter Play – After-school performances in February Upper School Musical – After-school performances in May Middle School Dance Club – After-school performances in May Upper School Dance Club – After-school performances in March Lower, Middle, Upper School Winter Concerts – After-school performances in December  Upper School Spring Concert – In-school performance in May Mentor and train student Tech Crew members during after-school meetings and technical rehearsals  Coordinate with production team members, outside designers, and technicians to achieve the vision of the production with available resources Manage and track K-12 Production budget Collaborate with arts teachers to create and manage K-12 Production Calendar Attend all Tech Saturdays, Tech Weeks, and Performances (13-15 Saturdays per school year). Maintain and organize performance spaces (Black Box Theater and Assembly Room) Cultivate and maintain vendor relationships for the purchase and rental of production materials Recruit and hire outside designers when needed Manage box offices and ticketing for productions Communicate and collaborate with Facilities, IT, and other departments to execute technical elements of all productions  Collaborate with arts teachers and attend production meetings Support arts integration projects where appropriate Keep abreast of innovations in technical theater practices, tools, and technologies Compensation: Salary will be commensurate with experience, the range is $65,000- $75,000 annually. How To Apply: Submit your cover letter and résumé. The committee will consider applications on a rolling basis. Requirements BFA or BA, preferably in Technical Theater Demonstrated experience in set, lighting, sound and/or costume design for theater and dance Experience working in a school setting; experience in arts education preferred  Enthusiasm about working collaboratively in a learning environment Proficiency with ETC Eos lighting consoles  Proficiency with woodworking tools (such as miter saw, table saw, jigsaw, impact drivers, drills, etc) Ability to organize and maintain theatrical spaces   Mon, 06 Apr 2026 08:46:39 -0400 https://jobbank.apap365.org/jobs/rss/21821410/extended-day-lead-teacher https://jobbank.apap365.org/jobs/rss/21821410/extended-day-lead-teacher New York, New York, Temporary full-time position, Monday through Thursday 10:00 AM - 5:30 PM & Friday 8:30 AM - 5:00 PM, through June 30, 2025, with the potential to extend beyond that date.   Summary Job Description Responsibilities: Lead Teacher of the extended day program for 2-5 years old from 3:30 PM - 5:30 PM. Floating Teacher for Infants - Preschool during regular school hours. Work closely with lead teachers on scheduling instructional time in classrooms to facilitate teachers’ report-writing and other non-instructional responsibilities In the instances of short- or long-term absences or vacancies, provide coverage for lead or associate teachers With approval from the Dept. of Health, able to step in as acting director when the director is offsite in cooperation with other lead teachers. Work in classrooms with Lead and Associate Teachers, students, and possibly college or graduate student teachers In the instance of extended coverage needs or longer-term classroom assignments, supervise associate teachers, student teachers, and college student assistants Facilitate developmentally appropriate experiences and care-giving Support pedagogical plan for play based learning Articulate developmental based philosophy and play-based curriculum Where appropriate and in consultation with lead teachers and/or school administration, support maintenance of partnership with parents via Bloomz posts, meetings and conversations as needed, prepare presentations for classroom parent meetings, and support in production of student reports Where appropriate and in consultation with lead teachers and/or school administration, participate in or co-lead parent-teacher conferences Attend weekly staff development meetings, participating in meeting development Minimum Qualifications BA degree in Early Childhood Education, with a New York State Initial Classroom Teacher Early Childhood License Must meet DOI fingerprinting and all relevant clearances Candidates submit cover letter and resume 2-5 years experience working with young children between the age of birth to 5 years old in a childcare setting.  Collaborative and team-oriented mentality   Preferred Qualification Masters degree in Early Childhood Education and a New York State Permanent Classroom Teacher Early Childhood License or equivalent Background in the arts, whether visual, musical or dance Ability to provide specialized instruction in subject areas such as art, music, movement/dance, or other academic areas     Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training.  The above hiring range represents the University?s good faith and reasonable estimate of the range of possible compensation at the time of posting. Fri, 24 Apr 2026 00:47:23 -0400 https://jobbank.apap365.org/jobs/rss/22134653/early-childhood-music-teacher-leave-replacement-part-time https://jobbank.apap365.org/jobs/rss/22134653/early-childhood-music-teacher-leave-replacement-part-time New York, New York, About Grace Grace Church School is a JK–12, independent school located on two nearby campuses in downtown New York City. An Episcopal school, welcoming children of all faiths and of none, Grace believes in the inherent, precious dignity of every individual and seeks to provide an outstanding education worthy of our common humanity. Successful candidates will demonstrate a commitment to the Episcopal values of dignity and belonging. Grace is a school of big ideas, and our structured curriculum promotes academic excellence through a pedagogy of joy: an approach that reflects our belief that joy is the fuel of academic achievement, and that students learn best when motivated by delight, wonder, curiosity, and purpose. We work hard to nurture a culture of dignity and belonging, and we seek to foster in each student skills of intellectual excellence and habits of ethical virtue. Grounded in tradition, the school remains ever open to innovation, looking to the best research on the science of learning and the craft of teaching to advance the timeless values and aspirations of our mission . About the position Grace Church School seeks an engaging early childhood music teacher. The position will run from August 24th - December 18th. The ideal candidate will have a deep understanding of how children learn music and develop vocally, display strong classroom management skills, and a proven commitment to professional growth. Candidates should be familiar with the First Steps in Music curriculum, and how to implement it in a way that fosters a supportive and joyful learning environment. The ideal candidate will have a record of cultivating a deep sense of belonging among students and of drawing upon knowledge of a broad range of musical traditions. They will have experience deploying effective tools and strategies for differentiated instruction and habits for communicating clearly and collaboratively with students, families, and colleagues. And they will have a history of pursuing ongoing professional growth. Candidates should also possess a positive attitude and outlook along with flexibility. Teaching load will include: 2 sections of JK Music 1x per week 4 sections of K Music 1x per week 3 sections of 1st Grade Music 2x per week Other duties as assigned Qualifications Bachelor’s degree required, master’s degree preferred. Teaching experience in Early Childhood music Compensation This is a part-time faculty position with an expected annualized base salary ranging from $40,800 to $93,024, commensurate with education and experience according to the faculty salary scale. Grace Church School is an Equal Opportunity Employer. We believe that equity and inclusion are not only hallmarks of a just society, but also virtues essential to sound learning. Our commitment to our mission calls on all faculty members to promote a culture of dignity and belonging for everyone at Grace. We encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, identities, and religious and non-religious traditions, and beliefs. To apply, submit a cover letter and resume through our school website . Thu, 19 Mar 2026 09:14:47 -0400 https://jobbank.apap365.org/jobs/rss/21674598/leave-replacement-music-teacher-k-8 https://jobbank.apap365.org/jobs/rss/21674598/leave-replacement-music-teacher-k-8 New York, New York, The School at Columbia University is an independent K-8 school founded in 2003 with the goal of providing an excellent education to a diverse student body. Our intentional school culture embraces shared beliefs across disciplines and grades, which underlie important values expressed through everyday behaviors and visible symbols throughout our community.   We dedicate ourselves to fostering in our students, personal resourcefulness and integrity, a sense of social responsibility, and a lifelong appreciation of learning through an innovative, socially and emotionally supportive, and academically challenging program. We adhere to a common code of civility among all constituents. We tailor our instruction so that the needs of the individual students are met. A committed faculty and administration strive to create a school that will stand as a model for what K-8 education can be, and serve as a genuine and enduring partnership between Columbia University and its neighbors.     Responsibilities :   Teach classes of about 20 students within an integrated, inquiry-based curriculum Increase skill set of elementary and middle school students to further understand music concepts, music performance, the performing arts, the history of music and the role of music in other disciplines Work with discipline team to continue ongoing development of culturally responsive and standards-aligned K-8 music curriculum scope and sequence Work to ensure academic and musical excellence by fully knowing students and adapting curriculum to meet needs Participate actively in grade-level teams, weekly team meetings, and ongoing planning and reflection to design and implement an integrated curriculum. Keep careful anecdotal notes and assessment records and use them to write accurate, comprehensive reports Engage in ongoing professional development and reflective practice to remain current with trends in art education and K-8 instruction   ?      B.A./B.S./B.F.A./B.Mus. degree or an equivalent degree or educational qualification from an accredited college or university ?       At least two years full-time teaching experience beyond student teaching in public or independent schools ?      Demonstrated knowledge of child development and experience with progressive, student-centered teaching practices. ?       Experience teaching K-8 general music within an interdisciplinary setting ?      Strong classroom management skills and a commitment to creating a welcoming classroom environment. ?      Ability to differentiate instruction and adapt curriculum to meet diverse learning needs. ?      Excellent verbal and written communication skills. Preferred Qualifications: ?   Advanced degree in Music Education, Music Performance or a related field ?   Experience with and/or certified in Orff-Schulwerk, Kodály, or Dalcroze ?   Experience teaching beginner band ?   Keyboard skills ?   Knowledge of Spanish     Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training.  The above hiring range represents the University?s good faith and reasonable estimate of the range of possible compensation at the time of posting. Fri, 24 Apr 2026 00:47:23 -0400 https://jobbank.apap365.org/jobs/rss/22226787/specialist-teacher-drama https://jobbank.apap365.org/jobs/rss/22226787/specialist-teacher-drama New York, New York, Specialist Teacher, Drama Start Date: August 31, 2026 Salary: $60,000 - $150,000 Schedule: - 10-month position covered by the Professional Employees' Federation (PEF) - Regular hours: 9:00 AM - 5:00 PM, Mondays through Fridays - Occasional overnight work and event support may be required during early mornings, evenings, or weekends. - Required to be available for and work during all scheduled evening drama performances. About Bank Street School for Children A leader in progressive education for more than 100 years, the Bank Street School for Children provides students, from nursery through 8th grade, an education that engages their natural curiosity, nurtures critical thinking, and helps to develop a sense of community and social responsibility. Through a teaching approach that is fundamentally hands-on and child-centered, Bank Street students develop the courage and confidence to think independently, work collaboratively, understand themselves and others more deeply, and possess the compassion to make meaning of the world around them. About the Position The Bank Street School for Children is seeking a passionate, knowledgeable, and team-oriented Specialist Teacher in Drama. This role primarily works with students in grades 2 through 8 but may teach or support other grade levels as school needs evolve. The Drama Specialist is responsible for developing and teaching a developmentally appropriate drama curriculum, directing the annual school musical, managing the auditorium and costume room, and collaborating with classroom teachers and other specialists. This position may also include teaching after-school classes within scheduled hours. The ideal candidate is collaborative, flexible, and able to work effectively with a broad range of community members. Key Responsibilities Drama Instruction and Curriculum - Teach a drama curriculum responsive to children's developmental capacities and needs across elementary and middle school grade levels - Generate enthusiasm for drama and inspire all students to work to their potential - Document lesson plans and update curriculum with guidance from supervisor and in collaboration with the humanities team - Differentiate instruction to support group and individual learning - Organize and maintain a positive classroom community that reflects curricular work - Promote high standards of behavior by encouraging a positive, proactive approach to learning and building productive relationships with students School Musical and Performance - Direct, manage, and organize the annual school musical - Collaborate with the music department, classroom teachers, and school leadership to create a successful musical experience - Support the upkeep and management of the auditorium and costume room - Work with IT and facilities departments to keep the auditorium functioning and meeting the needs of the school Assessment and Communication - Assess students' work accurately and regularly, providing thoughtful and meaningful feedback - Assign homework that is appropriate in volume and aligned with learning goals - Share progress and concerns with families through conferences, written narrative reports, and regular communication - Write narrative reports about student progress and goals - Communicate with families about student progress as needed via email, phone calls, or in-person meetings Collaboration with Staff and Specialists - Collaborate with classroom teachers and other specialists to support curriculum and children's development - Coordinate with school leadership and teachers around curriculum, social-emotional needs, and academic needs - Attend chorus as assigned to support students and the music team After-School Programming - Teach after-school classes as assigned, which may include students outside the typical age range - Document lesson plans and curriculum for after-school classes School Community Responsibilities - Attend regular faculty, division, department, and supervisory meetings - Support school coverage needs by substituting for teachers within and across divisions - Provide extra help to students as necessary and as assigned, within an equitable workload; may occur during work periods or after school - Fulfill weekly community duties as assigned, which may include lunch, recess, early morning care, and bus duty - Support event or trip planning duties as assigned, such as coordinating events, planning trips, and supporting weekly assemblies - Complete additional duties as assigned by supervisor Qualifications Required - At least 3-5 years of teaching experience - Experience teaching drama to a range of age levels - Demonstrated knowledge and expertise in child development - Experience with Google Suite and adept use of technology to support teaching and learning - Strong organizational skills, including time management - Strong grasp of progressive classroom management techniques - Experience writing narrative reports about student progress and goals - Ability to meet and adhere to multiple deadlines - Demonstrated classroom management skills - High energy, a sense of humor, and a strong ability to connect with adolescents Preferred - Master's degree in Drama, Education, or a related field - Experience directing school musicals or theatrical productions - Familiarity with Bank Street's progressive, child-centered approach to education Fri, 24 Apr 2026 02:19:21 -0400 https://jobbank.apap365.org/jobs/rss/22096330/lower-school-drama-teacher-grades-k-3 https://jobbank.apap365.org/jobs/rss/22096330/lower-school-drama-teacher-grades-k-3 New York, New York, Lower School Drama Teacher, Grades K-3  The Chapin School, an independent K-12 day school for girls located in New York City, seeks a Lower School Drama teacher for students in Kindergarten through Class 3.  Job Overview  We are seeking a dynamic, innovative, and collaborative Drama Teacher to join our vibrant community. This visionary artist-educator will inspire young students to love and appreciate drama through rich experiences, including ensemble work, storytelling, devising, playmaking, creative movement, literacy-based contexts , and performances. With a strong foundation in Drama in Education, community-engaged theater, and process drama, the ideal candidate will see drama as a powerful vehicle to cultivate confidence, creativity, and voice through integration across disciplines. Reporting to the Head of Lower School and Head of Lower School Arts, this individual is committed to working collaboratively and flexibly with the Lower School Arts Team, grade teams, and co-curricular teachers, as well as with drama teachers across all three divisions, to ensure student theatrical growth and K-12 alignment.  Responsibilities include directing one annual student production and supporting departmental performances, which will require some flexibility for after-school and weekend events. As an active community member, we seek a colleague who eagerly participates in the life of the Lower School and Chapin, from faculty workshops and committees to school-wide traditions. Chapin’s Lower School Drama Teacher will be:  A lead teacher who demonstrates a commitment to innovation and interdisciplinary curriculum development, who Possesses a passion for drama and the ability to develop interdisciplinary, developmentally responsive curriculum and programs that differentiate instruction to excite and engage students.  Is committed to exposing students to the various elements of theater production (technical theater, performance, directing, playwriting). Recognizes drama as a vehicle for cultivating voice and agency while advancing students’ oracy, specifically speaking and listening skills across diverse contexts.   Work in partnership with Lower School faculty to facilitate developmentally appropriate oral communication experiences in literacy-based contexts. (Class K and 1 Literacy Rotation - Oracy Station) A student-centered educator who values each student’s voice, experience, and history, who Centers student interests and experiences in the classroom and performances.  Is committed to culturally responsive teaching that makes meaningful connections between students’ identities and life experiences. Incorporates storytelling traditions from different geographical regions, traditions, and systems into the curriculum.  An educator who actively cultivates a classroom and community of belonging by Developing a joyful and productive learning environment, building relationships with students, recognizing the hands-on nature of childhood learning, and the importance of making learning visible.  Cultivating an inclusive classroom that celebrates each child’s theatrical identity and learning style.  Partnering with classroom teachers to integrate drama practices that strengthen storytelling, expressive language, and confidence in public speaking.  A partner to students, their parents, and colleagues in teaching and learning who Collaborates effectively with talented departmental and divisional colleagues to create a cohesive, interdisciplinary K-12 arts experience   Models a growth mindset as a lifelong learner who is reflective in their practice, open to constructive feedback and eager to pursue professional development.  Communicates with clarity and empathy to build strong partnerships with parents, ensuring they are engaged and informed of their child’s theatrical and personal growth.  Salary for this position will be commensurate with experience, the range is The range is $75,000–$130,000 annually and a stipend related to the production director requirement ($3,500-$6,000). How to Apply: Interested candidates should submit a résumé, cover letter, and a purpose statement that vividly describes their drama classroom and illustrates their specific approach to drama education. Applicants will be accepted through March 16th; after that, the committee will begin its review. Candidates who apply after March 16th will be considered on a rolling basis.   Qualifications  Required Bachelor’s in Drama Education or Theater Education  3-5 years of previous drama teaching experience with elementary-aged students Strong foundation in Drama in Education, community-engaged theatre, process drama, devising or playbuilding.   Experience coordinating and working with a creative team to prepare and direct student performances  Strong classroom management skills with active learning environments  Values an ensemble-based, student-centered pedagogy that emphasizes the process of creation as much as the final product. Experience developing students’ oral language and public speaking skills through structured speaking and listening experiences.  Preferred  Master's Degree in Drama Education or Theater Education  Excellent written and oral communication skills Strong planning and organizational skills Bilingual English/Spanish speakers are of special interest, as our students learn Spanish starting in Kindergarten   Fri, 06 Mar 2026 15:50:25 -0500 https://jobbank.apap365.org/jobs/rss/22112517/substitute-teacher-nursery-8th-grade https://jobbank.apap365.org/jobs/rss/22112517/substitute-teacher-nursery-8th-grade New York, New York, Substitute Teacher, Nursery - 8th Grade Start Date: Rolling hiring - accepting applications on an ongoing basis Pay Rate: $20/hour Schedule: - Part-time, hourly position on an as-needed basis - Typical hours: 8:00 AM - 3:00 PM on days when substitute coverage is needed About Bank Street School for Children A leader in progressive education for more than 100 years, the Bank Street School for Children provides students, from nursery through 8th grade, an education that engages their natural curiosity, nurtures critical thinking, and helps to develop a sense of community and social responsibility. Through a teaching approach that is fundamentally hands-on and child-centered, Bank Street students develop the courage and confidence to think independently, work collaboratively, understand themselves and others more deeply, and possess the compassion to make meaning of the world around them. About the Position The Bank Street School for Children is seeking substitute teachers to provide classroom coverage across all grade levels, from nursery through 8th grade, on an as-needed basis. Substitute teachers step into classrooms to maintain continuity of learning when regular teachers are absent, working collaboratively with classroom teams and specialists. This is an excellent opportunity for educators who are passionate about progressive education and want flexible, part-time work supporting children and teachers. Substitute positions are also available for specialty areas including Early Childhood Music, Physical Education, Art, Spanish, Library, and Movement. Key Responsibilities Classroom Instruction and Support - Meet and instruct assigned classes in the locations and at the times designated - Follow lesson plans and curriculum guidance provided by the regular classroom teacher - Maintain a classroom environment conducive to effective learning and consistent with Bank Street's progressive approach - Adapt instruction to meet the needs of individual children, small groups, and the whole class Collaboration and Communication - Collaborate with other colleagues and educators in support of the children being covered - Work as part of a classroom teaching team, contributing to a collaborative, cooperative, and reflective approach - Communicate with regular classroom teachers about the day's activities and any relevant student information Classroom Management and Safety - Supervise students during lunch, rest, and/or recess as assigned - Take all necessary and reasonable precautions to protect students, materials, equipment, and facilities - Abide by all school regulations for health and safety - Maintain classroom organization and help with setup, cleanup, and some clerical work as needed Qualifications Required - High school diploma - Willingness to collaborate and work as part of a team - Ability to work flexibly with individual children, small groups, and whole classes - Commitment to creating a safe, supportive learning environment Preferred - Bachelor's degree in Education or a related field - Experience managing a classroom and teaching children - Experience working with young children (nursery through elementary ages) - Familiarity with or experience in progressive education - For specialty area substitutes: relevant training or experience in the subject area (music, art, physical education, Spanish, library science, or movement) Fri, 24 Apr 2026 02:19:21 -0400 https://jobbank.apap365.org/jobs/rss/22218420/upper-school-music-production-and-technology-instructor-part-time-leave-replacement https://jobbank.apap365.org/jobs/rss/22218420/upper-school-music-production-and-technology-instructor-part-time-leave-replacement Bronx, New York, Riverdale Country School, a Pre-K through Grade 12 independent all-gender school in New York City, is dedicated to inspiring students to live meaningful and purpose-driven lives. The school achieves this by fostering a culture of academic excellence, critical thinking, and curiosity, supported by a diverse and inclusive community. Riverdale emphasizes both high challenge and high support in its approach to education, encouraging students to engage deeply in interdisciplinary learning, research, and experiential education, both inside and outside the classroom and beyond our campuses. This holistic approach aims to develop well-rounded individuals who are prepared to make a positive impact on the world.   At Riverdale, we strive to reflect the diversity of the New York metropolitan area in our students, faculty, and staff. We believe that a diverse and inclusive community enriches the educational experience and is integral to our mission. With a student body of approximately 1,300 students from 117 different zip codes, Riverdale is a vibrant community where 48% of our students identify as students of color.    We seek to employ educators and leaders who bring a student-centered approach, passion for their work, a commitment to DEIB, and a desire to contribute to the growth and development of our entire school community.   Position Overview: Riverdale Country School seeks a part-time (2-3 classes) Music Production and Technology teacher to serve as a leave replacement from December 2026 through June 2027. The ideal candidate demonstrates passion and ability in fostering musical growth in young people, and an appreciation for the art of recording music. The instructor will offer exercises and clinics, assist in compositional choices, and collaborate closely with students to elevate our Upper School Music Production program.    Our website offers an overview of our Upper School Music curriculum . All full-time teachers participate in the life of the school community through advising, leading activities, service learning, and/or other co-curriculars. Riverdale is an inclusive community dedicated to creating a sense of belonging for all students and staff. Our hiring practices reflect this commitment, and we seek candidates eager to expand this work in the classroom, in the curriculum, and in the pedagogical principles of the department.    Please include a cover letter with your application, addressing your philosophy and priorities as a Music educator. Primary Responsibilities Teach the foundational elements of music production, such as integrating pre-recorded loops, MIDI sounds, and live recordings with proper microphone placement. This includes familiarity with a range of DAWs, including GarageBand, Logic, Ableton Live and FL Studio. Establish and maintain class expectations for a respectful and positive learning environment. Engage with students with empathy and professionalism. Communicate effectively with students, parents, and faculty regarding student progress. Provide timely, constructive feedback and grades, including narrative reports Participate in department, faculty, and other school meetings. Collaborate with colleagues across departments on interdisciplinary projects, school events, curriculum development, and co-curricular opportunities as available. Qualifications Bachelor’s degree in Music; a Master’s degree is preferred. Experience working as a recording musician or producer in a professional recording studio. Classroom or mentoring experience with adolescents. Effective classroom management skills and commitment to cultivating a focused, respectful, and productive learning environment. Basic knowledge of different types of microphones, recording techniques, interfaces, DAWs, as well as signal processing effects.  Strong musicianship skills, and a thorough understanding of music theory and compositional practices.  Excellent leadership and interpersonal skills.  Strong verbal and written communication skills to effectively engage with students, parents, and colleagues. Demonstrated commitment to equitable and inclusive teaching practices. Demonstrated collegiality, collaboration, teamwork, and organization. Growth-oriented mindset and commitment to ongoing professional learning. $81,663 - $153,078 a year To apply for this position, please click on the red “Apply for this Job” button. Please submit a resume and cover letter.  If there are pronouns we should use in potential future communications, we invite you to share that information with us.  For information about this position and all open positions, please visit the  Careers page of Riverdale’s website .   Benefits of Full Time Work at Riverdale Country School   Working at Riverdale Country School is a purposeful and meaningful career choice that comes with many benefits including:     Transportation:  Shuttle service is available to/from the 242nd St / Broadway subway station. Limited stops are also available near transit hubs in Manhattan including the Metro North Harlem Station and subway lines – 1, 2, 3, 4, 5, 6, N, Q, R, A, B, C, and D. If there is need in the community, we can also run a shuttle from the Henry Hudson Parkway / 246th St bus stop which connects to the #7, #10, and Express Buses to/from Manhattan.   Professional Development:  A generous professional-development budget provides for conferences, skills training, and onsite training in areas such as mindfulness, coaching, and diversity, equity, inclusion, and belonging.   Grants and Stipends:  All employees are eligible for Frankel Fellow grants, known as “passion grants,” which pay for enrichment activities. More than 120 grants have been made to faculty and staff since the program started in 2014. Stipends are available for coaching, affinity group facilitation, advising clubs with significant out-of-school time, and chaperoning trips (including global trips!).   Sabbatical:   Full time teaching faculty are eligible for a sabbatical after 10 years of employment.     Health Benefits:  Riverdale offers and subsidizes health, dental, and vision insurance.  In addition, the school offers a flexible spending account through which employees can use pre-tax dollars to pay for health-related expenses.     Retirement:   Employees are eligible to join our Defined Contribution retirement plan through TIAA.  The school contributes 7% of an employee's annual salary to their retirement account.     Vacation:   Riverdale Country School has a generous time-off policy for staff in addition to vacations afforded by the school calendar.   We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.   We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us. Tue, 21 Apr 2026 15:35:23 -0400 https://jobbank.apap365.org/jobs/rss/22182593/third-grade-homeroom-teacher https://jobbank.apap365.org/jobs/rss/22182593/third-grade-homeroom-teacher New York , New York, St. Bernard’s School is a K-9 independent boys’ school founded in 1904. The school, located on the Upper East Side, serves a diverse community of approximately 380 students and 100 employees.    St. Bernard’s offers young boys of diverse backgrounds an exceptionally thorough, rigorous, and enjoyable introduction to learning and community life. We wish to inspire boys to value hard work and fair play, to develop confidence, consideration for others, and a sense of citizenship, and to have fun while doing these things. We believe that young boys enjoy many benefits from an elementary school designed just for them. It is a long-held belief at St. Bernard’s that it is important both to challenge boys and to show them great affection.    We are seeking a third-grade homeroom teacher to begin July 1, 2026. This teacher will report to the Head of the Junior School and will work in close collaboration with the other teachers of the grade. This teacher will have the opportunity to bring our mission to life as they deliver an inclusive curriculum that engages our students in valuing multiple perspectives, develops students’ knowledge of–and empathy for–the diversity of human experience, and builds their social-emotional and academic skills.    Responsibilities:  Establish and cultivate a classroom community that promotes student confidence and community responsibility  Uphold professional obligations that include but are not limited to assigned duties, meetings, parent conferences, and school events  Collaborate with other teachers to ensure consistency between classes  Collaborate with specialist teachers regarding the individual behavioral and learning needs of specific students  Observe and evaluate students’ academic performance, behavior, and social development  Maintain records of student work and development  Prepare materials and the classroom for class activities  Engage and support students of varied identities, lifestyles, and beliefs  Create an environment that fosters open discussion with the freedom to express varied points of view Adapt teaching methods and instructional materials to meet students’ varying needs and interests  Attend professional development, educational conferences, and teacher training workshops in order to maintain and improve professional competence.  Communicate respectfully, effectively, and consistently with parents and/or guardians as needed  Use computers, audiovisual, and other equipment to enhance learning  Maintain an organized and inviting classroom that displays student’s work  Perform other duties as assigned by the Head of Junior School or Head of School Be willing to cover classes and other supervisory periods when needed  Participate in the life of the school community through activities such as supervising a student lunch table, attending school assemblies, etc.  Qualifications:  Bachelor’s degree required; a master’s degree desirable  Training, experience, or education in early childhood education Deep understanding of curriculum, standards, and expectations for third grade students.  Understanding of childhood development Understanding of learning differences and demonstrated ability to differentiate instruction in the classroom based on those needs  Flexibility with classroom management, the pacing of curriculum, and student expectations  Eagerness to contribute to a positive faculty culture by building collaborative and respectful relationships with colleagues and supporting fellow teachers and administrators  Commitment to maintaining professional standards of appearance, courtesy, responsiveness, discretion, punctuality, and attendance  Commitment to maintaining academic and behavioral standards and expectations for all students  Strong interpersonal skills that allow the ability to collaborate and communicate effectively and respectfully with students, parents, teachers, and administrators Excellent verbal and written communication skills Working knowledge of Google Suite (Drive, Calendar, Docs, Classroom, etc.) For all St. Bernard’s positions, the ability to play the piano is always considered appealing (music is a part of everyone’s day), but it is by no means a requirement.   To learn more about our school please visit our school website www.stbernards.org . Interested candidates, please submit a resume and cover letter to humanresources@stbernards.org     St. Bernard’s welcomes and seeks a diverse community of students, faculty, staff, and parents. We’re an equal opportunity employer. All qualified applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran, or disability status.   In compliance with NYC’s Pay Transparency Act, the pro-rated salary for these positions will be based on an annual salary range of $80,000 to $130,000. St. Bernard’s School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, key skills, internal peer equity, as well as market and organizational considerations when extending an offer. Tue, 07 Apr 2026 15:18:26 -0400 https://jobbank.apap365.org/jobs/rss/22180775/summer-camp-activity-specialist https://jobbank.apap365.org/jobs/rss/22180775/summer-camp-activity-specialist New York, New York, About Léman: Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12 , offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.   Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates .   Our community represents over 130 countries , fostering a global perspective and inclusive culture. Blending distinguished tradition with cuttingedge innovation, Léman prepares students for the rapidly evolving college and career landscape—guided by our mission: “Each student, future prepared.”   Main Purpose of Role:  This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students.    Each employee demonstrates a commitment to antibias and antiracism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme's philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders. As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.   Key Responsibilities:  (The primary tasks, functions and deliverables of the role) Attend precamp meetings Create thoughtful, enjoyable, age appropriate activities for the campers Endeavor to incorporate weekly themes into your program planning Work with Director/Assistant Director regarding supplies/ordering needs Create and maintain a positive, structured classroom culture at your activity; keep classroom/area orderly and respect the spaces you are using Help ensure that groups are following the schedule; start and end class according to schedule Ensure that all camp safety protocols are being followed Serve as an ongoing positive presence within camp through your interactions with campers and other staff, your language, general appearance and behavior Perform other tasks to support the program as assigned by Director/Assistant Director   Qualifications: Bachelor’s degree required Masters degree preferred   Experience: At least 2 years of experience working with children in a school, camp, or similar setting Fluency at the activity to which you are assigned; preferred that candidate has taught this activity before (examples: Swimming, sports, STEM, art, music, capoeira, martial arts, etc.) Preferred that candidates have worked at and attended summer camp settings previously Mon, 06 Apr 2026 15:51:35 -0400 https://jobbank.apap365.org/jobs/rss/22220953/site-director https://jobbank.apap365.org/jobs/rss/22220953/site-director Brooklyn, New York, Hello / Bonjour! We are a Brooklyn-based French immersion preschool and kindergarten program grounded in the fundamentals of progressive education and experiential learning. Essential components of our curriculum include art, block-building, sensory experiences, dramatic play, music, movement, gross motor activities, and (mini) field trips. We follow the Developmental-Interaction approach, incorporating influences from Reggio Emilia, Maria Montessori, and the fundamentals of language immersion education. At Smith Street Maternelle, children are encouraged to play and explore. They become active learners and critical thinkers. We are happiest when children leave us as confident, curious, fluent French speakers who are ready for their next school adventure.  Position title : Preschool Site Director Full time, 12 months (with summer holiday), 8:00am to 4:00pm. Position Summary The Site Director helps to establish the climate and culture of the preschool site which they direct and is responsible for overseeing daily operations that align with all requirements from the NYC Department of Health.  The Site Director is responsible for teacher supervision and management, curriculum alignment and professional development planning and is instrumental in relationship building and partnering with parents and caregivers. Additionally, the Site Director helps to ensure that programming for enrolled children is mission-aligned, thoughtful, meaningful, and appropriate. Primary Responsibilities Education and Community Meet regularly with the Head of School and the other Site Directors to review curriculum and other school-related matters; Meet regularly with the Educational Leadership Team to discuss policy, mission compliance and other matters Manage all scheduling, supervision, evaluation, and professional development, etc. of approximately 10 employees, including lead teachers, associate teachers, studio teachers, extended day teachers, and building substitutes; Develop, implement and lead weekly staff meetings for faculty development; Conduct regular supervision/check-in meetings on Site as well Cross-Site in partnership with Site Director Supervisor – for professional development and to discuss student matters, review and plan curriculum, and plan for upcoming calendar events; Support faculty in meeting the individual needs of children through individualized planning, including involving their families In partnership with the Head of School, create a learning culture that recruits and retains high-quality teaching staff in all classrooms while implement school-wide policies for Site-specific community: teachers, families, students; Participate in hiring of new staff as needed; participating in staff recruitment, interviewing, and selection processes; Schedule regular meeting times for teaching teams to meet with Speech and Language and Occupational Therapy Consultants; In partnership with other Site Directors and Head of School, identify appropriate, mission-aligned professional development conferences, educational opportunities (to include visits to other schools) for educators and incorporate them into the professional development plan for teaching faculty; Be available for and attend conferences with parents as needed; Support the Admissions Committee by participating in school tours, meeting with prospective parents and participating in New Families Night, Open Houses, and other admission-related events for new students annually; Attend as many School-organized social events/fundraisers as possible, including Back to School and End of Year Picnics; Represent the School at professional organizations’(ISAAGNY, NYSAIS, NAEYC) events; Be available to substitute teach or assist in classrooms as needed. Compliance and Administrative In partnership with Head of School and the Financial office, develop and implement annual Site/Classroom budget to ensure that orders align with the School’s mission and the needs of the teachers and children; In partnership with the Director of Operations, plan and implement all safety drills as required by the DOH and Fire Department; Ensure necessary health/emergency records are current and that incident reports are completed and filed appropriately; Oversee teaching faculty to ensure their files are current with all Department of Health required trainings and New York State Teaching Certification requirements and mandates; Carry out routine light maintenance as needed or coordinate with appropriate people to complete larger facility repairs/maintenance; Complete other duties as assigned. Qualifications Bachelor's Degree in Early Childhood Education or a related field (Required) New York teaching certification (Required) 2+ years of experience teaching children under 6 years old (Required) French and English language proficiency (Preferred) Previous preschool leadership experience (Preferred) Familiarity with Montessori, Reggio Emilia, & progressive education practices (preferred) Wed, 22 Apr 2026 10:31:43 -0400 https://jobbank.apap365.org/jobs/rss/22226786/learning-specialist https://jobbank.apap365.org/jobs/rss/22226786/learning-specialist New York, New York, Bank Street School for Children Learning Specialist, Upper School (5th - 8th Grade) Start Date: August 31st, 2026 Salary: $65,000 - $115,000 Schedule: This role is a 10-month position covered by the Professional Employees' Federation (PEF), the union representing faculty at Bank Street College. The regular schedule is 8:00 AM - 4:00 PM, with one extended day per week (typically Wednesdays) until 5:00 PM for faculty meetings. This role also includes occasional overnight work (~2 multi-night trips per year) for class field trips and occasional event support (~3 per year) that may happen outside of typical work hours. About Bank Street A leader in progressive education for more than 100 years, Bank Street provides students an education that engages their natural curiosity, nurtures critical thinking, and helps to develop a sense of community and social responsibility. Through a teaching approach that is fundamentally hands-on and child-centered, Bank Street students develop the courage and confidence to think independently, work collaboratively, understand themselves and others more deeply, and possess the compassion to make meaning of the world around them. About the Position The Learning Specialist works collaboratively with teachers, coordinators, the school psychologist, outside support personnel, families and the dean to support students with different learning styles by providing intervention and remediation and by supporting teachers in their efforts to advance students with different learning needs within the classroom. This role will primarily work with 5th-8th grade students and may have some responsibilities for other grades or parts of Children's Programs. Learning Support Responsibilities: - In collaboration with teachers, adapt curriculum to meet the needs of students - Attend regularly scheduled student support team meetings with homeroom teachers or specialist teachers - Provide feedback to teachers based on classroom observations - Meet and communicate with parents to increase their knowledge and understanding of their children's learning and support with learning interventions - Support children with learning differences through direct contact with children, meetings with parents, and collaborating with outside professionals and agencies - Teach executive functioning and other learning related lessons across grade levels as needed - Use formative and summative assessments to document student progress and achievement - Organize and coordinate annual standardized testing for the division - Assess and analyze student strengths and challenges, and design and implement appropriate instruction that responds to those strengths and challenges - Create annual transition notes and other documents that communicate student needs to other faculty - Remain current with accepted and appropriate instructional theory, practice, and research - Assist with the admissions process for incoming students by interviewing candidates, reviewing applicant work, and other tasks as needed by the admissions team - Manage the collection and documentation of student IEPs and IESPs - Liaise with the NYCPS and outside service providers on providing services to students - Manage the collection and documentation of additional evaluations conducted by outside providers - Work with students from the Graduate School that are in programs that intersect with your work - Meet regularly with the mental health team and participate in all relevant meetings - Participate in and support the facilitation of the Schoolwide Student Support Team (SST) meetings. - Meet with the Upper School Student Support Team (SST) on a regular basis Additional Responsibilities - Contribute to internal coverage within 5th-8th grade and across Children's Programs - Fulfill weekly community duties as assigned (i.e., lunch, recess, early morning care, bus) - Support events including school dances, graduation, school musical, promotional videos, field day, field and field trips - Attend and participate in weekly faculty meetings - Attend and engage in regular planning meetings and supervision meetings - Attend to other duties as specified by supervisor and division head Desired Qualifications & Skill Sets - Master's degree preferred - Experience working as part of a collaborative team of teachers - Special Education degree desired - Experience working with adolescents with learning needs - Knowledge and experience in integrated and mainstreamed setting - Experience with both standards-based assessment and progressive teaching methods - Experience with anti-bias and culturally responsive pedagogy - Strong organizational and communication skills, both written and verbal - An ability to communicate effectively with colleagues, parents, and administration - Proficiency with incorporating technology into the classroom to enhance learning - A commitment to professional development and lifelong learning Fri, 24 Apr 2026 02:19:21 -0400 https://jobbank.apap365.org/jobs/rss/21568781/variable-hours-officer https://jobbank.apap365.org/jobs/rss/21568781/variable-hours-officer New York, New York, Job Type: Officer of Administration Regular/Temporary: Temporary Hours Per Week: 8 - 10.50 Salary Range: $27 per hour - $27 per hour The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training. The above hiring range represents the University's good faith and reasonable estimate of the range of possible compensation at the time of posting.   Position Summary We are seeking a Child Care Worker/Substitute Teacher who will be available to teach during the school year of 2025 to 2026. This role involves providing occasional educational support to young children, fostering their development through age-appropriate experiences. Tompkins Then and Now Tompkins Hall originated as an intimate, part-time, parent cooperative nursery in the 1930's, conceived of by faculty members of Columbia University.  We were a play based program then, and have stayed true to that as our foundation.  The school day moves at a child's pace, as their expressions and curiosities are our focus.  Tompkins Hall reflected the needs of young families then and now, and so, we have expanded in several ways.  We are now a school for children as young as three months of age through children turning 5 years of age. We have a 10 month school year and 6 week summer program. Though our composition has changed, we have remained true to our foundation. We are dedicated to providing children an environment that respects them implicitly, prioritizes their perspectives and invites them to explore the world.  Philosophy Our school's philosophy draw on three important figures: John Dewey, Lev Vygotsky and John Bowlby. These three people inform us in our beliefs that: all learning is embedded in social interactions; higher order thinking grows from social learning; the teachers' role is to provide achievable challenges for students, and that relationship is both the bedrock and umbrella of our school. We are developmentalists. We design a growing environment for the specific children in our classrooms. Teachers support children?s personal development within the context of the group's evolution. Creative ideas, problem-solving, and negotiating social relationships are the cornerstones of success in a complex and changing world. Our school creates a a home for children?s ideas and explorations in a developmentally sensitive blending of social interactions, open-ended materials, and extended play times that allow for deep inquiry. Curriculum evolves each year as we link the unique interests of each group of children with the developmental goals teachers keep in mind for each child. Science, music, movement, art, and literacy are embedded in all classrooms. Responsibilities Interact with children in a child-centered and compassionate manner, ensuring their well-being and engagement. Utilize appropriate language and communication techniques to effectively engage with students. Collaborate closely with regular staff teachers to ensure a cohesive and supportive teaching approach. Demonstrate effective communication skills to engage with children aged between 3 months and 5 years, as well as to interact harmoniously with fellow staff members. Respond promptly to requests from teachers and administration, accommodating their guidance and directions. Maintain a clean and organized classroom environment, promptly addressing tidying needs as they arise. Ensure punctual arrival. Be prepared to be working while on the floor, or at small tables. Be comfortable going outside with children and in pushing large strollers. Other duties as assigned. Minimum Qualifications HS Diploma required. Experience working with children between the ages of 3 months- 5 years required. Preferred Qualifications CDA or BA in Early Childhood Education. Other Requirements Applicants to attach cover letter, resume and three written references. Weekly Commitment: Between 8?10.5 hours/week, depending on shift Days Required: Monday through Friday (morning) or Monday through Thursday (afternoon) Note: Shifts are assigned based on availability and program needs. Flexibility is appreciated. Schedule Morning Shift: Approximately 10.5 hours per week Monday: 8:30 AM ? 10:30 AM Tuesday: 8:30 AM ? 10:00 AM Wednesday: 8:30 AM ? 11:00 AM Thursday: 8:30 AM ? 10:00 AM Friday: 3 flexible hours for teacher coverage/meetings (may shift based on team needs) Afternoon Shift: Approximately 8 hours per week Monday?Thursday: 3:30 PM ? 5:30 PM Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents. Fri, 24 Apr 2026 00:49:57 -0400 https://jobbank.apap365.org/jobs/rss/22214025/learning-specialist https://jobbank.apap365.org/jobs/rss/22214025/learning-specialist New York, New York, Bank Street School for Children Learning Specialist, Upper School (5th - 8th Grade) Start Date: August 31st, 2026 Salary: $65,000 - $115,000 Schedule: This role is a 10-month position covered by the Professional Employees' Federation (PEF), the union representing faculty at Bank Street College. The regular schedule is 8:00 AM - 4:00 PM, with one extended day per week (typically Wednesdays) until 5:00 PM for faculty meetings. This role also includes occasional overnight work (~2 multi-night trips per year) for class field trips and occasional event support (~3 per year) that may happen outside of typical work hours. About Bank Street A leader in progressive education for more than 100 years, Bank Street provides students an education that engages their natural curiosity, nurtures critical thinking, and helps to develop a sense of community and social responsibility. Through a teaching approach that is fundamentally hands-on and child-centered, Bank Street students develop the courage and confidence to think independently, work collaboratively, understand themselves and others more deeply, and possess the compassion to make meaning of the world around them. About the Position The Learning Specialist works collaboratively with teachers, coordinators, the school psychologist, outside support personnel, families and the dean to support students with different learning styles by providing intervention and remediation and by supporting teachers in their efforts to advance students with different learning needs within the classroom. This role will primarily work with 5th-8th grade students and may have some responsibilities for other grades or parts of Children's Programs. Learning Support Responsibilities: - In collaboration with teachers, adapt curriculum to meet the needs of students - Attend regularly scheduled student support team meetings with homeroom teachers or specialist teachers - Provide feedback to teachers based on classroom observations - Meet and communicate with parents to increase their knowledge and understanding of their children's learning and support with learning interventions - Support children with learning differences through direct contact with children, meetings with parents, and collaborating with outside professionals and agencies - Teach executive functioning and other learning related lessons across grade levels as needed - Use formative and summative assessments to document student progress and achievement - Organize and coordinate annual standardized testing for the division - Assess and analyze student strengths and challenges, and design and implement appropriate instruction that responds to those strengths and challenges - Create annual transition notes and other documents that communicate student needs to other faculty - Remain current with accepted and appropriate instructional theory, practice, and research - Assist with the admissions process for incoming students by interviewing candidates, reviewing applicant work, and other tasks as needed by the admissions team - Manage the collection and documentation of student IEPs and IESPs - Liaise with the NYCPS and outside service providers on providing services to students - Manage the collection and documentation of additional evaluations conducted by outside providers - Work with students from the Graduate School that are in programs that intersect with your work - Meet regularly with the mental health team and participate in all relevant meetings - Participate in and support the facilitation of the Schoolwide Student Support Team (SST) meetings. - Meet with the Upper School Student Support Team (SST) on a regular basis Additional Responsibilities - Contribute to internal coverage within 5th-8th grade and across Children's Programs - Fulfill weekly community duties as assigned (i.e., lunch, recess, early morning care, bus) - Support events including school dances, graduation, school musical, promotional videos, field day, field and field trips - Attend and participate in weekly faculty meetings - Attend and engage in regular planning meetings and supervision meetings - Attend to other duties as specified by supervisor and division head Desired Qualifications & Skill Sets - Master's degree preferred - Experience working as part of a collaborative team of teachers - Special Education degree desired - Experience working with adolescents with learning needs - Knowledge and experience in integrated and mainstreamed setting - Experience with both standards-based assessment and progressive teaching methods - Experience with anti-bias and culturally responsive pedagogy - Strong organizational and communication skills, both written and verbal - An ability to communicate effectively with colleagues, parents, and administration - Proficiency with incorporating technology into the classroom to enhance learning - A commitment to professional development and lifelong learning Fri, 24 Apr 2026 02:19:21 -0400 https://jobbank.apap365.org/jobs/rss/22073534/visual-arts-teacher-grades-k-8 https://jobbank.apap365.org/jobs/rss/22073534/visual-arts-teacher-grades-k-8 New York, New York, The School at Columbia University is an independent K-8 school founded in 2003 with the goal of providing an excellent education to a diverse student body. Our intentional school culture embraces shared beliefs across disciplines and grades, which underlie important values expressed through everyday behaviors and visible symbols throughout our community. We dedicate ourselves to fostering in our students personal resourcefulness and integrity, a sense of social responsibility, and a lifelong appreciation of learning through an innovative, socially and emotionally supportive, and academically challenging program. We adhere to a common code of civility among all constituents. We tailor our instruction so that the needs of the individual students are met. A committed faculty and administration strive to create a school that will stand as a model for what K-8 education can be, and serve as a genuine and enduring partnership between Columbia University and its neighbors. Responsibilities: Teach classes of approximately 20 students within an integrated, inquiry-based curriculum Increase students' skill sets and visual literacy while fostering an appreciation for the role of the arts across disciplines Collaboratively design and teach elective courses for middle school visual arts students Develop and implement developmentally appropriate, culturally responsive, and standards-aligned visual arts instruction for Grades K–8 Work to ensure academic and artistic excellence by knowing students well and adapting curriculum to meet their needs Collaborate closely with classroom teachers and specialists to integrate art into interdisciplinary units and school-wide themes Contribute to the ongoing development and alignment of a K–8 visual arts curriculum scope and sequence Keep careful anecdotal and assessment records, and use them to write accurate, comprehensive student reports Maintain an organized, safe, and inspiring art studio; manage inventory and ordering of art materials and supplies Curate and install student art exhibitions and displays throughout the year to celebrate student learning and artistic growth Use a range of assessment tools, including rubrics, portfolios, and student self-reflection, to evaluate student progress and inform instruction Collaborate with the Grade 8 Musical Team on set design and production elements for the annual Grade 8 Musical Serve as an advisor to a small group of middle school students, supporting their academic and social-emotional development Participate actively in grade-level teams, weekly team meetings, and ongoing planning and reflection Chaperone overnight and/or extended grade-level trips, as applicable, in support of the teaching team, student experience, and the academic and advisory program Engage in ongoing professional development and reflective practice to remain current with trends in art education and K–8 instruction Fulfill all duties, responsibilities, and commitments as outlined in the school’s Guidebook and the organization’s code of conduct Perform other responsibilities as assigned Minimum Qualifications: B.A., B.F.A., or equivalent degree from an accredited college or university At least two years of full-time teaching experience in K–8 public, parochial or independent schools beyond student teaching Demonstrated knowledge of child development and experience with progressive, student-centered teaching practices Experience integrating visual arts into interdisciplinary or project-based learning contexts Strong classroom management skills and a commitment to creating a welcoming classroom environment Ability to differentiate instruction and adapt curriculum to meet diverse learning needs Comfort using and integrating educational technology to support creative and instructional goals Excellent verbal and written communication skills Preferred Qualifications: Advanced degree in Art Education or a related field Knowledge of Spanish Experience with exhibition planning, student portfolio assessment, and progressive evaluation models Equal Employment Opportunity Statement: Columbia University is an Equal Opportunity Employer / Disability / Veteran. Pay Transparency Disclosure: The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training. The above hiring range represents the University’s good faith and reasonable estimate of the range of possible compensation at the time of posting. Tue, 24 Feb 2026 14:00:40 -0500 https://jobbank.apap365.org/jobs/rss/22099463/executive-director-of-interschool https://jobbank.apap365.org/jobs/rss/22099463/executive-director-of-interschool NY, New York, Established in 1971, Interschool is a non-profit, tax-exempt organization that serves the educational goals of its eight member schools Brearley, Browning, Chapin, Collegiate, Dalton, Nightingale-Bamford, Spence and Trinity by providing opportunities for enrichment through collaboration. The Executive Director of Interschool is the liaison between the member schools and is responsible for running the curricular and extracurricular programs that serve students, teachers, administrators, trustees, and parents, and link the schools to the greater New York City community.   Job Overview: The key liaison between the member schools, the Executive Director leads collaborative efforts including providing short- and long-term planning for member schools around parent programming and professional development efforts. The Director ensures member schools are informed and in alignment across a variety of initiatives and topics and does this by: Setting the agendas for and directing the regularly scheduled meetings with various school constituencies throughout the school year. These groups include: Heads of School, Division Heads of Lower, Middle and Upper school, Department chairs, College Guidance Officers, CFOs and Parent Association representatives. Regularly reporting outcomes and proposing initiatives that stem from the regularly scheduled meetings. Collaborates and works together with the Associate Director of Interschool Organizing emergency gatherings when issues or weather events affect our communities. Creating and developing an Interschool-wide Community Engagement Program, including affinity groups, extra-curricular classes, and off-campus activities. Working with school leaders to organize events, programming and professional development for new and veteran faculty and administrators and assisting schools with their recruitment and retention plans for diverse faculties and staff. Leading and organizing the annual 10th Grade Interschool trip to Frost Valley Supervising the Interschool Prom coordinator who helps plan and organize the end of year dance for the senior classes of Brearley, Browning, Collegiate, Nightingale, Spence and also the Hewitt School. Creating interesting and engaging parent and guardian programming that serves the needs of the communities through family education, community building and best practices. Effectively communicating with a variety of school leaders and community members on a range of topics and initiatives.   How to Apply: Candidates must submit a current résumé and cover letter and send it to amoroney@chapin.edu. To be considered for the first round of review, please submit your materials by Wednesday, April 8. What you will bring to the role: Bachelor’s Degree required Program management and leadership experience. Previous experience in a school environment. Ability to handle confidential and sensitive information with a high degree of discretion Highly effective communication skills Comfortable working with a variety of stakeholders from students to Heads of School Compensation will be commensurate with experience. Wed, 11 Mar 2026 08:32:33 -0400 https://jobbank.apap365.org/jobs/rss/22012805/variable-hours-officer https://jobbank.apap365.org/jobs/rss/22012805/variable-hours-officer New York, New York, Job Type: Officer of Administration Regular/Temporary: Temporary End Date if Temporary: 08/07/2026 Salary Range: $25 per hour - $27 per hour The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training. The above hiring range represents the University's good faith and reasonable estimate of the range of possible compensation at the time of posting.   Position Summary We are seeking a Child Care Worker who will be available to teach during the summer of 2026. This role involves providing occasional educational support to young children, fostering their development through age-appropriate experiences. Tompkins Then and Now Tompkins Hall originated as an intimate, part-time, parent cooperative nursery in the 1930's, conceived of by faculty members of Columbia University.  We were a play based program then, and have stayed true to that as our foundation.  The school day moves at a child's pace, as their expressions and curiosities are our focus.  Tompkins Hall reflected the needs of young families then and now, and so, we have expanded in several ways.  We are now a school for children as young as three months of age through children turning 5 years of age. We have a 10 month school year and 6 week summer program. Though our composition has changed, we have remained true to our foundation. We are dedicated to providing children an environment that respects them implicitly, prioritizes their perspectives and invites them to explore the world.  Philosophy Our school's philosophy draw on three important figures: John Dewey, Lev Vygotsky and John Bowlby. These three people inform us in our beliefs that: all learning is embedded in social interactions; higher order thinking grows from social learning; the teachers' role is to provide achievable challenges for students, and that relationship is both the bedrock and umbrella of our school. We are developmentalists. We design a growing environment for the specific children in our classrooms. Teachers support children?s personal development within the context of the group's evolution. Creative ideas, problem-solving, and negotiating social relationships are the cornerstones of success in a complex and changing world. Our school creates a a home for children?s ideas and explorations in a developmentally sensitive blending of social interactions, open-ended materials, and extended play times that allow for deep inquiry. Curriculum evolves each year as we link the unique interests of each group of children with the developmental goals teachers keep in mind for each child. Science, music, movement, art, and literacy are embedded in all classrooms. Responsibilities Interact with children in a child-centered and compassionate manner, ensuring their well-being and engagement. Utilize appropriate language and communication techniques to effectively engage with students. Collaborate closely with regular staff teachers to ensure a cohesive and supportive teaching approach. Demonstrate effective communication skills to engage with children aged between 3 months and 5 years, as well as to interact harmoniously with fellow staff members. Respond promptly to requests from teachers and administration, accommodating their guidance and directions. Maintain a clean and organized classroom environment, promptly addressing tidying needs as they arise. Ensure punctual arrival Be prepared to be working while on the floor, or at small tables Engage in fun waterplay and sport activities with the children Be comfortable going outside with children and in pushing large strollers Other duties as assigned Minimum Qualifications HS Diploma required Experience working with children between the ages of 3 months- 5 years required Preferred Qualifications CDA or BA in Early Childhood Education Other Requirements Applicants to attach cover letter, resume and three written references. Weekly Commitment Approximately 40 hours per week, depending on the assigned shift. This position runs during the Summer 2026 session, from June 29 through August 7. A small number of paid training days will be scheduled prior to June 29. Schedule Requirements Monday through Thursday: 8:30 am to 5:30 pm Friday: 8:30 am to 3:30 pm Shifts are assigned based on program needs and staff availability. Flexibility is valued. Equal Opportunity Employer / Disability / Veteran Columbia University is committed to the hiring of qualified local residents. Fri, 24 Apr 2026 00:49:57 -0400 https://jobbank.apap365.org/jobs/rss/22044384/visual-arts-teacher-grades-k-8 https://jobbank.apap365.org/jobs/rss/22044384/visual-arts-teacher-grades-k-8 New York, New York, The School at Columbia University is an independent K-8 school founded in 2003 with the goal of providing an excellent education to a diverse student body. Our intentional school culture embraces shared beliefs across disciplines and grades, which underlie important values expressed through everyday behaviors and visible symbols throughout our community. We dedicate ourselves to fostering in our students, personal resourcefulness and integrity, a sense of social responsibility, and a lifelong appreciation of learning through an innovative, socially and emotionally supportive, and academically challenging program. We adhere to a common code of civility among all constituents. We tailor our instruction so that the needs of the individual students are met. A committed faculty and administration strive to create a school that will stand as a model for what K-8 education can be, and serve as a genuine and enduring partnership between Columbia University and its neighbors.   Responsabilities: Teach classes of approximately 20 students within an integrated, inquiry-based curriculum Increase students' skill sets and visual literacy while fostering an appreciation for the role of the arts across disciplines Collaboratively design and teach elective courses for middle school visual arts students Develop and implement developmentally appropriate, culturally responsive, and standards-aligned visual arts instruction for Grades K–8 Work to ensure academic and artistic excellence by knowing students well and adapting curriculum to meet their needs Collaborate closely with classroom teachers and specialists to integrate art into interdisciplinary units and school-wide themes Contribute to the ongoing development and alignment of a K–8 visual arts curriculum scope and sequence Keep careful anecdotal and assessment records, and use them to write accurate, comprehensive student reports Maintain an organized, safe, and inspiring art studio; manage inventory and ordering of art materials and supplies Curate and install student art exhibitions and displays throughout the year to celebrate student learning and artistic growth Use a range of assessment tools, including rubrics, portfolios, and student self-reflection, to evaluate student progress and inform instruction Collaborate with the Grade 8 Musical Team on set design and production elements for the annual Grade 8 Musical Serve as an advisor to a small group of middle school students, supporting their academic and social-emotional development Participate actively in grade-level teams, weekly team meetings, and ongoing planning and reflection Chaperone overnight and/or extended grade-level trips, as applicable, in support of the teaching team, student experience, and the academic and advisory program Engage in ongoing professional development and reflective practice to remain current with trends in art education and K–8 instruction Fulfill all duties, responsibilities, and commitments as outlined in the school’s Guidebook and the organization’s code of conduct Perform other responsibilities as assigned Qualifications/Requirements: B.A., B.F.A., or equivalent degree from an accredited college or university At least two years of full-time teaching experience in K?8 public, parochial or independent schools beyond student teaching Demonstrated knowledge of child development and experience with progressive, student-centered teaching practices Experience integrating visual arts into interdisciplinary or project-based learning contexts Strong classroom management skills and a commitment to creating a welcoming classroom environment Ability to differentiate instruction and adapt curriculum to meet diverse learning needs Comfort using and integrating educational technology to support creative and instructional goals Excellent verbal and written communication skills Preferred Qualifications Advanced degree in Art Education or a related field Knowledge of Spanish Experience with exhibition planning, student portfolio assessment, and progressive evaluation models Equal Employment Opportunity Statement Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licences, specialty, and training. The above hiring range represents the University's goof faith and reasonable estimate of the range of possible compensation at the time of posting. Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training.  The above hiring range represents the University?s good faith and reasonable estimate of the range of possible compensation at the time of posting. Fri, 24 Apr 2026 00:47:23 -0400 https://jobbank.apap365.org/jobs/rss/22112668/assistant-teaching-professor-setnor-school-of-music-choral-studies https://jobbank.apap365.org/jobs/rss/22112668/assistant-teaching-professor-setnor-school-of-music-choral-studies Syracuse, New York, Assistant Teaching Professor: Setnor School of Music, Choral Studies Job #: 078231 Location Syracuse, NY Pay Range: $64,000 - $70,000 Hours: Job Type: Job Description: The Setnor School of Music within the College of Visual and Performing Arts at Syracuse University is seeking applications for a non-tenure-track Assistant Teaching Professor in Choral Music. This is a three-year appointment starting August 2025, with the possibility of renewal based on exceptional performance and institutional need. We seek an active choral conductor who has led excellent choirs of various ages and skill levels and has a strong teaching background. Music has thrived at Syracuse University since 1877, when the Department of Music was founded, and Syracuse became the first university in the United States to grant a degree in music and require four years' study in both music and theory. Now known as the Rose, Jules R., and Stanford S. Setnor School of Music, the school continues this proud tradition by offering professional-level training through challenging and relevant degree programs that allow talented musicians and future music industry leaders to excel both collectively and as individuals. The Setnor School of Music is an accredited charter institutional member of the National Association of Schools of Music (NASM). Accredited programs at Setnor include music (B.S.); composition (B.M., M.M.); conducting (M.M.); music education (B.M., M.M., M.S.); music industry (B.M.); performance (B.M., M.M.); sound recording technology (B.M.); and voice pedagogy (M.M.). We welcome candidates who bring a range of perspectives, backgrounds, and life experiences to the Setnor School of Music and who can help create a welcoming environment for all in the College of Visual and Performing Arts. Qualifications: Education and Experience: Job Specific Qualifications: Skills and Knowledge: Responsibilities: About Syracuse University: About the Syracuse area: Application Deadline: Full Consideration By: Open Until Filled: Priority Consideration: To apply, visit https://www.sujobopps.com/postings/108391 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-82187a577abd8446b512179be5bc81d3 Fri, 24 Apr 2026 02:30:18 -0400 https://jobbank.apap365.org/jobs/rss/21441418/associate-teacher https://jobbank.apap365.org/jobs/rss/21441418/associate-teacher New York, NY, Full-time position, 35-hour work week, Monday through Friday, to begin September 1, 2025 through August 31, 2026. Report Date August 25, 2025. Work in classroom with 1 Lead Teacher, 1  Associate Teachers, and 10 students Supervise student teachers and college student aides Facilitate developmentally appropriate experiences and caregiving Support pedagogical plan for play based learning Articulate developmentally based philosophy and play-based curriculum Support maintenance of partnership with parents via newsletters, meetings and conversations as needed Prepare presentations for classroom parent meetings, as required by Lead and Director Participate in parent-teacher conferences Attend all staff development events BA degree in Early Childhood Education and/or Early Childhood Special Education or related discipline. Additional 2-5 years of experience working with young children between the age of 3 months-2 years old. Must meet DOI fingerprinting and all relevant clearance Preferred Qualification Background in the arts, whether visual, musical or dance. Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training.  The above hiring range represents the University?s good faith and reasonable estimate of the range of possible compensation at the time of posting. Fri, 24 Apr 2026 00:47:23 -0400 https://jobbank.apap365.org/jobs/rss/22203813/lecturer-in-discipline https://jobbank.apap365.org/jobs/rss/22203813/lecturer-in-discipline New York, New York, The Department of Music at Columbia University invites applications for a full-time, 3-year term appointment for the Interim Director of the Computer Music Center (CMC)/Interim Assistant Director of the Sound Art Program at the rank of Lecturer in Discipline beginning July 1, 2026. The primary duties of the Lecturer in Discipline will be to teach four courses per year in computer music and sound studies at both the undergraduate and graduate level and to advise undergraduate theses and MFA Sound Art projects. Other teaching is possible in Supervised Independent Study. The Lecturer in Discipline/Interim Director CMC/Interim Assistant Director Sound Art will also act as a primary pedagogical resource for faculty and students in the Music Department  and in the Sound Art/Visual Arts MFA program  who are engaging in fields relating to computer music, sound studies, and composition-music/technology. This position is also responsible for supervising and managing a complex array of uniquely configured computer music systems that support undergraduate and graduate course offerings, as well as faculty, students, visiting researchers, and composers. This position supervisors the Interim Assistant Director (CMC) on both administrative and pedagogical matters and oversees adjunct lecturers and graduate student teaching assistants in CMC-related courses. Computer Music Center (CMC) The Lecturer in Discipline/Interim Director (CMC)/Interim Assistant Director of the Sound Art Program is directly responsible for the efficient operation of all CMC studios and spaces.  This position uses subject matter expertise as well as experience managing similar functional spaces to assess user needs and present proposals to the Chair of the Department of Music for selection and purchase of appropriate new hardware and software.  Courses taught by the Lecturer in Discipline will also reflect this expertise and experience. Sound Art Program The Lecturer in Discipline/Interim Director (CMC)/Interim Assistant Director of the Sound Art Program advises students in the MFA Sound Art program on their projects. The person in this position also supports the Director of the MFA program in Sound Art by coordinating with the Visual Arts Program and the Deans of School of the Arts, to promote and manage the administration and operation of the graduate program in Sound Art and act as a primary point of contact for administrative staff in Music, Visual Arts, and the School of the Arts. The successful candidate must have a completed PhD or DMA by the time of appointment. The candidate should have specialized knowledge in computer music and sound art studies. Knowledge of ARC, Budget Tool and other Columbia financial systems is highly desirable. All applications must be made through Columbia University's Academic Search and Recruiting (ASR). Please upload the following required materials: a cover letter,  curriculum vitae , contact information for three referees, and a statement about teaching experience and interests.  Review of applications will begin on May 15, 2026 and will continue until the position is filled. Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training.  The above hiring range represents the University?s good faith and reasonable estimate of the range of possible compensation at the time of posting. Fri, 24 Apr 2026 00:47:23 -0400 https://jobbank.apap365.org/jobs/rss/22198685/assistant-professor-music-media-technology https://jobbank.apap365.org/jobs/rss/22198685/assistant-professor-music-media-technology Brooklyn, NY, 11225, USA, Assistant Professor - Music & Media Technology FACULTY VACANCY ANNOUNCEMENT Medgar Evers College (MEC), a nationally recognized leader in urban-serving education, is one of twenty-five colleges within the dynamic City University of New York (CUNY) System. Named for the late civil rights leader, Medgar Wiley Evers (1925-1963), the College is a four-year culturally diverse institution in Central Brooklyn. It is rooted in social justice, dedicated to increasing the upward mobility of the students and producing graduates who are civically engaged and prepared to provide leadership to address local and global issues. The Department of Mass Communications, Creative and Performing Arts, and Speech is one of four departments within the School of Liberal Arts at Medgar Evers College. The Department invites applications for a tenure-track Assistant Professor to teach Music and Media Technology. The successful candidate shall instruct students in various music disciplines, including theory, performance, and composition. The faculty member shall conduct research and contribute to the academic field. Performs teaching, research and guidance duties in area(s) of expertise. Shares responsibility for committee and department assignments including administrative, supervisory, and other functions. Key responsibilities of this position include: -Instruct students in music theory, music technology concepts, and software applications. -Develop and deliver college-level music courses, including introductory and advanced topics. -Provide individual and group instruction, leading rehearsals, and mentoring students. -Create, implement and update course syllabi, and assessments aligned with college standards. -Evaluate student progress and provide feedback through grades, performances, and written assignments. Track student progress. -Organize and lead ensembles, concerts, and recitals. -Promote student engagement, encourage student participation, collaboration, and active learning. -Promote technology integration, Demonstrate proficiency in using digital audio workstations, recording equipment, and other music technology tools. -Provide mentorship by Advising and supporting students? academic and professional development. -Research and Scholarly Activities, Engage in research, creative activities, and professional development in the field of music. -Collaborate and work with faculty, staff, and students to advance the music program. -Participate in university, college, and departmental service and outreach. -Professional Development, Keep abreast of advancements in teaching methodologies. QUALIFICATIONS Ph.D. or Ed. D. degree. Also required are the ability to teach successfully, demonstrated scholarship or achievement, and the ability to cooperate with others for the good of the College and The City University of New York (CUNY). Other Qualifications: -Background in music performance, and/or artistic administration. -Extensive knowledge in Choir or Orchestral repertoire. -Interest in the artistic and educational development of students. COMPENSATION $57,252 - $98,995 - Salary is commensurate with education and experience. CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY Visit www.cuny.edu, access the employment page, log in or create a new user account, and search for this vacancy using the Job ID or Title. Select "Apply Now" and provide the requested information. Candidates should provide a CV/resume and statement of scholarly interests. CLOSING DATE May 1, 2026 JOB SEARCH CATEGORY CUNY Job Posting: Faculty EQUAL EMPLOYMENT OPPORTUNITY CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer. Job ID: 32090 Location: Medgar Evers College Job Type: Full-Time Fri, 24 Apr 2026 00:26:45 -0400 https://jobbank.apap365.org/jobs/rss/22002264/full-time-temporary-substitute-teacher https://jobbank.apap365.org/jobs/rss/22002264/full-time-temporary-substitute-teacher New York, New York, We are seeking passionate individuals to join our team as Full-time Temporary Substitute Teacher. This role involves providing developmentally appropriate experiences for young children and fostering a play-based philosophy within our learning environment. Key Responsibilities:      Employ classroom management techniques that align with our play-based philosophy. Interact with children in a child-centered manner, using appropriate language.    Collaborate effectively with regular staff teachers. Communicate easily with children aged 3 months to 5 years. Communicate efficiently with other staff members.   Follow requests and guidelines provided by teachers and administration. Summary of Essential Job Functions: Arrive in a timely fashion for scheduled shifts. Be prepared to actively engage with children on the floor or at small tables. Feel comfortable supervising outdoor activities and pushing large strollers. Maintain a clean and organized classroom environment. If you are a dedicated and enthusiastic professional with a passion for early childhood education, we encourage you to apply. Join our team and contribute to creating a nurturing and stimulating environment for young minds to flourish.   Bachelor's degree in Early Childhood Education, Psychology, Human Development, or a related concentration is required. Experience working with children aged 3 months to 5 years is essential. Completion of DOI fingerprinting is required. Preferred Qualifications: Background in music. Proficiency in a language other than English. Applicants are required to submit the following: Cover letter Resume Three written references Columbia University is an Equal Opportunity Employer / Disability / Veteran Pay Transparency Disclosure The salary of the finalist selected for this role will be set based on a variety of factors, including but not limited to departmental budgets, qualifications, experience, education, licenses, specialty, and training.  The above hiring range represents the University?s good faith and reasonable estimate of the range of possible compensation at the time of posting. Fri, 24 Apr 2026 00:47:23 -0400