Lower School Teacher (Gr 1-2) Maternity Leave (Aug 20th - Jan. 30th)

The Lang School seeks creative, passionate, and dedicated teachers and specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subjects, and clinical support areas. We offer our highly promising learners in grades 1-12 a rigorous, learner-centered, empirically validated education with integrated supports that foster independence and self-advocacy. We are looking for a confident, Lower School (Gr 1-2) Teacher trained and experienced in working with gifted and/or special needs students to join our team for Maternity Leave Coverage. For the 2026-2027 school year, this position will be for a 1st/2nd grade bridge class. Candidate Preferred Requirements NY State teaching certification Master's degree with a major in Education Minimum of three years of lead‑teaching experience Experience leading Orton Gilligham‑based literacy intervention (Wilson Reading, Fundations) Experience working with students with learning differences or gifted education needs Experience reading and interpreting Neuropsychological Evaluations and/or IEPs Proficiency with classroom technologies, online learning platforms, and Google Suite Must be legally authorized to work in the United States and does not require sponsorship for an employment visa to work in the U.S. now or in the future Qualifications & Skills Authentic connection with our school's mission and our student population of twice-exceptional learners Experience working in gifted and special needs learning spaces, and have deep knowledge in and passion for their area(s) of specialty Grounded in an understanding of progressive, inquiry-based education Experience with or a desire to teach in a setting that honors the competence, independence, and promise of children so that strengths can be amplified and skills in progress are supported with transferable strategies and tools Creative designer of learning experiences who leverage student interests, real-world problems, and professional tools to create a purposeful experience that drives student learning Experience teaching gifted and twice-exceptional students. Deep knowledge of historical inquiry, historiography, and research-based instruction. Strong ability to differentiate instruction for a variety of learning needs. Familiarity with neurodivergent learning profiles (e.g., ADHD, dyslexia, autism, anxiety). Excellent collaboration and communication skills. Commitment to student-centered and inquiry-based learning. Key Responsibilities Develop and implement a dynamic, inquiry-based history curriculum that integrates multiple perspectives and historical thinking skills. Differentiate lessons to accommodate diverse learning needs, including giftedness and learning disabilities. Use primary sources, multimedia, and experiential learning to engage students in historical analysis. Foster students’ critical thinking, research, and writing skills through discussion, debate, and project-based learning. Integrate themes of identity, justice, and ethical decision-making in historical study. Collaborate with special education teachers and other faculty to provide individualized support and accommodations. Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (school psychologists, reading and writing specialists, OT, SLP, college counselor, and school leadership). Work cross collaboratively to ensure literacy skills are aligned across content areas. Build and maintain strong, trusting relationships with students, colleagues, and parents. Implement classroom supports for Tier I intervention including but not limited to restorative approaches to behavior, positive behavioral supports, social emotional learning. Provide meaningful feedback on student work and consistently communicate progress to families and caregivers. Maintain accurate records of student performance and contribute to IEP and 504 Plan meetings as needed. Stay current with best practices for teaching twice-exceptional students and participate in professional development. Participate wholeheartedly in all school and grade meetings, and in opportunities for professional development. Write progress reports (narrative and numerical) for all Upper School ELA students, and participate in twice-yearly parent/family‑teacher conferences. Advisory responsibilities for seven to eight students in a co‑led homeroom class. Willingness to support with additional tasks or committees as requested by leadership. Preferred Experience Experience with Facing History and Ourselves curriculum and instructional strategies. Background in progressive, project-based, or discussion-based education (We use PBLworks.com). Training in executive functioning and social-emotional learning strategies. Expertise in integrating technology with teaching and learning. The Lang School is a progressive independent school located in lower Manhattan serving grades 1-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or autism. These twice-exceptional (“2e”) learners have a unique set of social, emotional, and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based supports and a robust Talent Development Program. To Apply We will follow up with promising candidates who align with potential openings. At Lang, we appreciate that people's professional paths aren't necessarily linear and that they can be punctuated by purposeful gaps. Compensation Salary range: $30,000-$55,000. Salaries are competitive and based on experience and training. The Lang School offers a competitive benefits package, including employer-paid health insurance, 401(k) matching options, and ample professional development opportunities. Apply Here The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law. #J-18808-Ljbffr National Association of Independent Schools