High School Math Teacher, Part-time

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Marketing Marketing The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes. High Mowing School is now accepting applications for an enthusiastic and experienced math teacher for the 2026-27 academic year. This position could include Algebra I & II, Geometry, and Pre-Calculus levels. Classes meet 3 days per week, Mon, Wed, & Fri, between 9:30 – 11:30 a.m. Classes are one hour each, and the position would include 6 periods per week. Students range in age from grade 9 – 12, depending on their math level. The teacher will need to differentiate instruction and be willing to offer office hours outside of the teaching hours. About High Mowing School is home to over 340 preschool through grade 12 day and boarding students. We are committed to fostering a caring, respectful, and diverse community where academic success, personal growth, and social responsibility are highly valued and fostered. In 2017, Pine Hill Waldorf School merged with High Mowing School, creating a thriving, integrated preschool–12 school that offers students, families, and teachers more opportunities. High Mowing’s culture is steeped in decades-long traditions that support a strong community life. The Parent Association actively leads an engaged parent body interested in supporting teachers and families. HMS is centrally located on a hilltop among rolling farmland in scenic southern New Hampshire, spanning 300+ acres. The Town of Wilton is only 1-3 hours away from a variety of experiences in any direction — the big city in Boston, MA; camping and incredible foliage in central NH; the charming New England seacoast in Portland, ME, or Cape Cod, MA; or great skiing and shopping in Burlington, VT. Travel a bit further to Montreal in Quebec, Canada for a weekend with an international feel. Southern NH is home to many anthroposophical pursuits: our next-door neighbor is the Temple-Wilton Community Farm, a long-established biodynamic CSA; the Center for Anthroposophy and the NH Anthroposophical Society offer many educational and community opportunities; there are two local life-sharing communities; and a variety of alternative health providers. HMS is accredited by AWSNA, WECAN, and NEASC. Qualifications The ideal candidate is a trained and experienced Waldorf teacher. Creative and enthusiastic, they enjoy working with a diverse group of learners. They seek a school with a strong vision, energetic colleagues, and clear leadership. They are able to solve problems with discernment while maintaining confidentiality of student, familial, and organizational information. Initiative, dependability, and a strong inclination for collaboration are key attributes to the success of the candidate. Waldorf trained/in training (preferable) Experience teaching middle and high school mathematics Able to work collaboratively Passionate and authentic The compensation for the position is hourly and commensurate with experience. Laura Posusta Sharp , special projects manager, found her way to Waldorf education and AWSNA years ago when her three daughters were young. With a BA in kinesiology from the University of Northern Colorado and a rich professional background ranging from law offices and government agencies to wellness spaces and early childhood settings, she meets the world with both practical skill and quiet reverence. Her talents are grounded in an intuitive sense for what is needed, and she likes to create spaces of calm, clarity, and quiet competence where others can thrive. Emily Cohen is AWSNA's business manager, and brings more than two decades of dedicated expertise in accounting and financial management to the non-profit and education sectors. Her key specializations include grant fund accounting, financial reporting, payroll management, audits, and system implementation. In all her work, she is committed to ensuring compliance and executing effective process improvements. Having held both leadership and supporting roles, Emily has consistently contributed to streamlining financial operations and enhancing reporting. She earned her BS in accounting from Northern Arizona University. When not focused on work, she loves being outdoors with her children —paddleboarding, hiking, and cycling. She also pursues interests in amateur photography, exploring local history, and creating collaborative art with her family. Stephanie Rynas brings a deep commitment to human development, organizational health, and educational access in her role as executive director, operations & member resources. Before joining AWSNA’s executive team, Stephanie served for ten years as administrator at the Waldorf School of the Peninsula, where she also taught woodworking and supported Northern California schools as a leadership council member. Prior to entering the education field, Stephanie spent two decades in marketing and management in Silicon Valley, experiences that continue to inform her thoughtful and pragmatic leadership style. She is known for her collaborative approach, her ability to balance vision and execution, and her steady commitment to organizational integrity and care for people. Stephanie holds a BS in electrical engineering from the University of Michigan and an MBA from Santa Clara University. She earned her Waldorf teacher training certificate from Rudolf Steiner College and maintains professional certification through the Society for Human Resource Management (SHRM-CP). Pam Leland brings a diverse and unique background to her role as AWSNA's Information & Systems Manager, where she has managed the organization's technology platforms since 2011. As a graduate of Macalester College with a B.A. in German, her career path started in education as a German language teacher and Fulbright scholar in Germany, teaching in public and private schools across the Midwest. Her journey then led her to the field of leadership development, where she served as a certified Master Integrative Life Coach, a corporate leadership coach, and an adjunct faculty member in the University of Minnesota's Leadership Minor program. She discovered Waldorf education while homeschooling her own two children, which ultimately brought her to AWSNA, where her varied skills support the broader Waldorf community. Pam is an avid organic gardener, balancing her work screen time with hands in the dirt, appreciating birdsong, buzzing bees, butterflies, and the occasional garden snake. Andrea Cooper manages the Teacher Education Loans and Grants program, is the accreditation administrative assistant, and notetaker for various meetings including the leadership council, teacher education delegate and institute circle, and all-association. During Andrea’s first 33 years, she maintained a 200-km radius in Ontario where she was born, raised, and then attended university to receive a BASc (University of Guelph), followed by a BEd (University of Toronto). After a decade of living in Toronto working with newcomers and refugees to Canada, Andrea headed west across the continent. It was in Seattle after her son was born where she discovered Waldorf education and then began working for AWSNA. Andrea loves playing flute in Irish traditional music sessions and banjo in old-time Appalachian string bands. Siân Owen-Cruise brings 35 years of deep and varied experience in Waldorf education to her current role as director of accreditation for AWSNA. Her career has spanned numerous key roles, including class and high school teacher, as well as administrator for both the Minnesota Waldorf School and the Rudolf Steiner School of Ann Arbor. Her leadership experience also includes serving as the director of the Waldorf Institute of Southeast Michigan, a board member at two Waldorf schools, and a colleague in the "Leading with Spirit" leadership training program. This extensive background is further enriched by her experience in public and higher education. Siân holds a BS in technical communication, along with an MA and a PhD in rhetoric and argumentation. A Waldorf alum parent, her personal interests include long-distance hiking and running, traveling with her husband, and various forms of handwork. Beverly Amico , executive director, advancement for the Association of Waldorf Schools of North America (AWSNA), is a seasoned leader with 25 years of dedicated service to Waldorf education. Her extensive experience encompasses roles as a teacher, administrator, and specialist in communications and strategy. Beverly holds an MA in strategic innovation and change from the University of Denver and a marketing certificate for organizational leaders from Cornell University, complementing her formal university education and teaching certification. An active contributor to the broader educational landscape, she serves on the board of the American Council of Private Education and on the National Council for Private School Accreditation. She had previously served as a commissioner on the National Association of Independent Schools (NAIS) Council on Accreditation. Outside of her professional life, Beverly is an avid long-distance trail runner and thru-hiker. Melanie Reiser is the executive director, membership for the Association of Waldorf Schools of North America (AWSNA). In this role, she guides schools and institutes through membership processes, ensuring that the foundational philosophy of Waldorf education, anthroposophy, permeates every aspect of each institution. Before joining AWSNA, Melanie spent eight years as a class teacher at Detroit Waldorf School where she led a group of students from first through eighth grade. Her extensive experience in Waldorf schools also includes leadership roles such as faculty chair and service on various committees, from finance to personnel, as well as directing outreach and enrollment. Melanie holds a PhD in curriculum and instruction from the University of Denver, an MEd in Waldorf education from Antioch New England Graduate School, an MEd in value creating education for global citizenship, and a BA from the University of Virginia. #J-18808-Ljbffr Waldorf Education