SEL Teacher/Counselor

Position Overview Woodland Schools seeks a full time K-8 SEL Teacher/Counselor beginning in August 2026. Located just west of Stanford University, Woodland is an independent day school that offers a joyful approach to learning in a diverse, respectful, and inclusive environment for approximately 300 students in early childhood through eighth grade. We have two sections of each grade level K-8 with class sizes that average 16-18 students. Woodland School specializes in education that inspires students by nurturing each individual’s voice, intellect, and character. With rich content and an emphasis on inquiry-based and student-driven projects, students are empowered and encouraged to be active and engaged learners. Our students’ innate sense of wonder is the foundation of learning at Woodland School. Teachers craft meaningful, multi-sensory learning experiences which enable creativity, ingenuity, and deep interdisciplinary connections. Students explore and develop complex understandings that engender a sense of self and purpose in the world. Woodland School’s faculty create a school environment that is as supportive and nurturing as it is challenging, and they embody the core values of the school - respect, integrity, curiosity, resilience, equity, respect, and stewardship. Our teachers apply best practices through collaboration, integrated curriculum, brain-based teaching and learning methods, and continued professional development. Our teachers are themselves learners, constantly searching for ways to improve their practice. A robust professional development program supports our faculty by connecting them to the best practices in pedagogy, curriculum development, educational technology, and student assessment. Duties and Responsibilities The K-8 SEL Teacher/Counselor is responsible for partnering with teachers, parents, and administrators to support the emotional well-being of students across the grades and designing interventions to support various needs. Woodland School expects that the individual will adhere to the following duties as part of the daily responsibilities: Partnering with classroom teachers to integrate social emotional learning curricula within ongoing classroom curricula. Developing and implementing classroom and advisory lessons on topics such as friendship, navigating social challenges, wellness, conflict resolution, emotional fluency and communication skills, amongst others. Providing brief (short-term) social, emotional, and behavioral support for individual students as needed. Leading friendship/social skills groups/discussion groups. Collaborating and consulting with the division directors, teachers, and other school personnel; serving on student support teams for lower and middle school. Communicating with and providing resources/education/training for parents (coffees, referrals, etc.). Communicating with potential families about the SEL program through admissions events. Supporting students in classroom and play settings within the school environment, with an emphasis on “in-the-moment” coaching during recesses. Providing classroom observations with written feedback for teachers, administration, and parents. Facilitating referrals to outside agencies/practitioners as needed. Engaging in the life of the community in order to maintain a visible presence throughout the school and to develop strong relationships with students and faculty alike. How to Apply Candidates for this position should submit a cover letter, resume, and contact information for a minimum of three references (at least one recent supervisor is required). Salary The salary range for this position is $90,000-$120,000, depending on qualifications and experience. Woodland School is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from candidates who reflect such diversity. Woodland School does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or national origin in the administration of its educational or admission policies, financial aid distribution, or other school programs. Note This job description in no way states or implies that these are the only duties to be performed by the employee(s) incumbent in this position. Employees will be required to follow any other job-related instructions and to perform any other job-related duties requested by any person authorized to give instructions or assignments. All duties and responsibilities are essential functions and requirements and are subject to possible modification to reasonably accommodate individuals with disabilities. To perform this job successfully, the incumbent will possess the skills, aptitudes, and abilities to perform each duty proficiently. Some requirements may exclude individuals who pose a direct threat or significant risk to the health or safety of themselves or others. The requirements listed in this document are the minimum levels of knowledge, skills, or abilities. This document does not create an employment contract, implied or otherwise, other than an “at will” relationship. Desired Qualifications and Skills Master’s Degree California state license in mental health services preferred Five years of experience working in a school setting, with a focus on social emotional learning or school counseling Excellent interpersonal and communication skills (verbal and written) Ability to collaborate and work in a team environment Extensive knowledge of current developmental, cognitive science, and social and emotional learning research and strategies Specialized training in intervention programs Experience teaching in diverse learning communities Ability to think ahead and plan for effective one-on-one or small group support Ability to organize, manage, and prioritize multiple priorities Commitment to the school’s mission, values, and vision Technical/computer skills as required for job performance #J-18808-Ljbffr National Association of Independent Schools