Empowering middle school girls to grow, learn, and thrive.

The Girls’ Middle School (GMS) is a vibrant, inclusive community dedicated to progressive education and innovative programming. Our project-based curriculum encourages creative problem-solving, teamwork, and independent thought during a pivotal time in students’ lives. We empower girls to find their voices, take risks, and develop the confidence and leadership skills they’ll carry into the future.

We are seeking part-time Academic Mentors/Tutors to provide academic support and social encouragement to individual students and small groups. Mentors will help supplement classroom learning, empower students with tools for success, and foster confidence in a warm, inclusive environment.

Responsibilities and Duties

• Support the GMS mission to "create an inclusive environment where academic growth is nourished.
• Ensure student comprehension of math and English/language arts-based concepts.
• Enforce policies governing after school student activity by using consistent and effective redirection techniques when needed.
• Work collaboratively with faculty and staff on-site to ensure the program is meeting students' needs.
• Attend academic mentor staff meetings and trainings.

Qualifications 

• High school diploma and some post-secondary education desired. High school seniors with exceptional academic credentials may be considered. 
• Proficiency in a wide range of academic disciplines, especially Math and English Language Arts subjects.
• Collaborative, warm personality with exceptional communication skills.
• Enthusiasm for and experience interacting with middle school students from diverse backgrounds.
• Reliable transportation for on-campus work is required.

Women of color, bilingual candidates, and women with high math confidence are especially encouraged to apply.

Job Type: Part-time

Salary: Starting at $22.00/hour

The Girls' Middle School is proud to be an Equal Employment Opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis. 

*At GMS, “girls” refers to cis girls, trans girls, non-binary youth, gender non-conforming youth, gender queer youth, and any girl-identified youth.

Mission

The Girls’ Middle School educates girls at a crucial time in life. We create an inclusive environment where academic growth is nourished. A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.

The Position

The Dean of Student Support and Belonging leads the school’s work to ensure that every student at The Girls’ Middle School experiences belonging, safety, identity affirmation, and equitable supports for learning. Reporting to the Assistant Head of School, this role partners closely with the School Counselor, Teaching and Learning Facilitator, and Learning Specialist to facilitate student leadership activities, community building events, cultural programming, wellness, and intervention services. The Dean will also be the point person for responding to student disciplinary needs by facilitating restorative practices. This is a leadership role for a professional with experience in program design and implementation. 

The Dean implements restorative practices and prevention systems for all students, and ensures accommodations are in place for neurodiverse learners. The Dean also guides faculty on culturally responsive teaching, adolescent development, and anti-bias pedagogy. This leader advances a school culture that centers student voice, equity, inclusion, and growth, and cultivates systems where students take ownership of community norms and learn how to repair harm and restore relationships.

Teaching at GMS

At the core of GMS is our extraordinary faculty. Every teacher at GMS has a passion for working with middle school girls and believes in the fundamental value of the middle school experience. They are attentive to, value, and support every student in the school. The GMS teachers are middle school specialists and subject matter experts, bringing passion to their work and sharing it with the students. Whatever interests a GMS student – from physics to programming, sculpture to skateboarding, musical theatre to metal shop – there is an adult ready to help them advance that interest as far as they can go.

The Dean of Student Life, like the members of the GMS Faculty, participates in a joyful, inclusive, and respectful community of students and adults. You will be surrounded by enthusiastic, dedicated, and mission-driven faculty who appreciate autonomy in creating learning experiences while thriving in a collaborative environment. Our teachers enjoy opportunities to create multi-faceted, interdisciplinary projects and participate in engaging field trips and travel experiences. Serving also as an administrator at GMS, the Dean of Student Life is responsible for supporting faculty initiatives in support of the student experience.

Primary Responsibilities

• Manage equity-centered student support systems for grades 6–8.
• Partner with counselor, learning support staff, instructional coach, teachers, and families to coordinate student-centered supports that can be implemented in progressive classrooms 
• Lead restorative practices, including community building efforts, student leadership programs, cultural programming, advising programs, and wellness programming
• Manage student discipline protocols, including prevention, tiered interventions, conflict resolution, and mediations
• Partner with the Learning Specialist to implement and monitor accommodations; co-develop family and student support plans
• Consult with teachers to develop support strategies that maintain high expectations alongside developmentally appropriate scaffolds
• Coordinate professional learning for faculty/staff on identity development, trauma-informed practices, culturally responsive pedagogy, and adolescent brain development
• Track student support data to monitor progress and trends; communicate trends to the Senior Leadership Team and support data-driven decision-making as needed
• Partner closely with families through proactive communication, shared problem-solving, and tiered intervention planning
• Coordinate transition systems for new students entering the school, and for rising 8th graders preparing for high school
• Serve on the Diversity, Equity, Inclusion, and Justice Leadership Team to support professional development and strategic initiatives
• Support and train student leaders to understand community impact, student agency, and collective responsibility
• Support the Admissions Team with major admissions events and processes, such as weekend open houses or school tours
• Oversee off-campus learning programs and participate as a chaperone for outdoor/community-engaged learning and travel as needed
• Manage major assessments such as MAP Growth Testing and Student/Family Surveys to monitor student progress and program quality
• Contribute to campus programming and supervision as needed (such as lunch duty, teaching an intersession class, or staffing an evening/weekend event)
• Other duties as assigned

This is a full-time exempt position.

Qualifications

• Enthusiasm for the mission of The Girls’ Middle School
• Demonstrated skill in designing equitable and inclusive educational experiences and learning environments that incorporate themes of diversity and belonging
• Excellent organizational and communication skills
• Openness to feedback and a growth mindset
• Demonstrated experience supporting middle school students and families
• Demonstrated cultural humility, cultural responsiveness, and commitment to equity-driven practice
• Experience facilitating restorative practices, conflict resolution systems, or community agreements in educational settings.
• Strong communication and coaching skills with adolescents and adults.
• Ability to coordinate multiple stakeholders, balance competing needs, and hold a “students first AND teacher-supportive” mindset
• Eagerness and ability to work in a collaborative environment that requires flexibility, creativity, humor, self-awareness, endurance, and resilience 
• Ability to communicate professionally in English and at least one other language spoken in our school community such as Spanish, Mandarin, or Hindi a plus
• Excitement and willingness to participate in all school events, which may include overnight trips
• Passion for supporting girls in discovering their strengths and finding their voice
• A love for the middle-school age
• Bachelor’s degree in Education, Counseling, Psychology, Social Work, or related field. Master’s degree preferred.

The Girls’ Middle School

Imagine a school where each day is alive with learning and the spirit of adventure. Since its founding in 1998, The Girls’ Middle School (GMS) has been committed to progressive education and innovative programming, meeting the needs of a wide range of middle school students who make up our vibrant, inclusive community. GMS encourages girls to find their voices, take risks, and become self-reliant. Learn more about GMS: www.girlsms.org and https://youtu.be/SatUBcjwkxA?feature=shared

*At GMS, “girls” refers to cis girls, trans girls, non-binary youth, gender non-conforming youth, gender queer youth, and any girl-identified youth. 

Mission

The Girls’ Middle School educates girls at a crucial time in life. We create an inclusive environment where academic growth is nourished. A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.

Athletics at The Girls’ Middle School

The Girls’ Middle School is located in Palo Alto and is part of the independent school environment. Our after school sports program competes in the WBAL (West Bay Athletics League) with other independent schools. GMS is committed to inclusion and participation in all athletics programs. Any student, regardless of ability or experience, may play on the athletic teams. To accommodate the range of skills and abilities, we organize different levels of teams for all sports, including Varsity and Junior Varsity. At GMS, girls are encouraged to learn and play in a positive, encouraging, and fun atmosphere where they develop and build their technical, tactical, and teamwork skills. 

Responsibilities

The Girls’ Middle School is seeking passionate middle school tennis coaches. Responsibilities include: assisting with tryouts and team configuration, running two after-school practices per week, creating training plans, and attending all matches (approximately six matches during the season). Coaches must be available between 3:00 and 6:00 pm. Coaches drive players from school to the practice and match locations using school vans and supervise their team until all players have been picked up from practice/match.

Key Qualifications, Skills, & Qualities

• Experience coaching tennis and an understanding of the fundamentals of the sport
• Experience coaching youth
• Prepare well-organized training plans
• Available after school from 3:00 pm to 6:00 pm at least two weekdays per week
• Punctual
• Strong and clear communication skills
• Work and collaborate well with youth and other coaches
• Valid California driver’s license and a minimum of five years of driving experience
• Good driving record to drive school vans is required.
• Will need to pass a background check, LiveScan, and TB (Tuberculosis) Risk Assessment

Equity, inclusion, and belonging are at the heart of our mission. The Girls’ Middle School was founded on the core belief that diverse and inclusive communities are strong communities. We are committed to creating a school culture that welcomes all aspects of each individual’s identity. We welcome applications from those with experience outside the educational field. We are actively seeking individuals who value equitable education and are committed to fostering an environment of belonging for our diverse student body. 

The Girls’ Middle School is proud to be an Equal Employment Opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis. 

The candidate must be authorized to work in the United States. GMS does not support applications for work visas.

Compensation

• $30 - $50 per hour depending on experience. 
• Two 2-hour practices per week (schedule TBD - M/W or T/Th from 3:00 pm to 5:15 pm), supervise team members until all students are picked up, plus between six and eight matches in the season.

Since its founding in 1998, The Girls’ Middle School (GMS) has been committed to progressive education and innovative programming, meeting the needs of a wide range of middle school students who make up our vibrant, inclusive community. Our project-based curriculum encourages creative problem-solving, collaborative teamwork, and independent thought. GMS educates girls* during a pivotal time in their lives. Students develop self-knowledge, confidence, and leadership skills supported by a staff highly attuned to their changing emotional and social needs. GMS encourages students to find their voices, take risks, and become self-reliant. Learn more about GMS: www.girlsms.org and https://youtu.be/SatUBcjwkxA?feature=shared

*At GMS, "girls" refers to cis girls, trans girls, non-binary youth, gender non-conforming youth, gender queer youth, and any girl-identified youth.

Mission

The Girls' Middle School educates girls at a crucial time in life. We create an inclusive environment where academic growth is nourished. A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.

The Position

The Learning Specialist leads the school’s work to ensure that every student at The Girls’ Middle School experiences equitable supports for learning. Reporting to the Assistant Head of School, this role partners closely with the School Counselor, Teaching and Learning Facilitator, and Grade Level Leads to facilitate intervention services and wellness services. The Learning Specialist will also be the point person for responding to student learning needs, recommending and receiving evaluations and designing learning accommodations plans in partnership with families. This is a leadership role for a professional with experience in learning support. 

Working at GMS

At the core of GMS is our extraordinary faculty. Every teacher at GMS has a passion for working with middle school students and believes in the fundamental value of the middle school experience. They are attentive to, value, and support every student in the school. The GMS teachers are middle school specialists and subject matter experts, bringing passion to their work and sharing it with the students. Whatever interests a GMS student – from physics to programming, sculpture to skateboarding, musical theatre to metal shop – there is an adult ready to help them advance that interest as far as they can go.

The Learning Specialist, like the members of the GMS Faculty, participates in a joyful, inclusive, and respectful community of students and adults. You will be surrounded by enthusiastic, dedicated, and mission-driven faculty who appreciate autonomy in creating learning experiences while thriving in a collaborative environment. Our teachers enjoy opportunities to create multi-faceted, interdisciplinary projects and participate in engaging field trips and travel experiences. 

Primary Responsibilities

• Lead the Student Support Team’s work to identify students in need of additional support and monitor the success of their intervention plans.

• Develop accomodations plans for newly admitted or newly identified students with learning differences and/or diagnosed medical conditions, learning disabilities or mental health needs that impact their experience in the school environment

• Partner with the counselor, instructional coach, teachers, and families to coordinate student-centered supports that can be implemented in progressive classrooms 

• Support students’ participation in restorative practices, including community building efforts, student leadership programs, cultural programming, advising programs, and wellness programming

• Manage student intervention protocols, including prevention and tiered interventions 

• Provide direct service to students such as push-in classroom support, testing accommodations, executive function coaching during Office Hours, or support with modified assignments

• Partner with faculty to implement and monitor accommodations; co-develop family and student support plans

• Consult with teachers to develop support strategies that maintain high expectations alongside developmentally appropriate scaffolds

• Coordinate and/or deliver professional learning for faculty/staff on universal design for learning, neurodiversity, culturally responsive pedagogy, and adolescent brain development

• Track student support data to monitor progress and trends; communicate trends to the Senior Leadership Team and support data-driven decision-making as needed

• Partner closely with families through proactive communication, shared problem-solving, and tiered intervention planning

• Coordinate transition systems for new students entering the school, and for rising 8th graders preparing for high school

• Support the Admissions Team with major admissions events and processes, such as weekend preview days or school tours

• Support planning for off-campus learning programs and participate as a chaperone for outdoor/community-engaged learning and travel as needed

• Manage major assessments such as MAP Growth Testing and Student/Family Surveys to monitor student progress and program quality

• Contribute to campus programming and supervision as needed (such as lunch duty, teaching an intersession class, or staffing an evening/weekend event)

• Other duties as assigned

Qualifications

• Enthusiasm for the mission of The Girls’ Middle School

• Demonstrated skill in designing learning accommodations for students with learning differences and mental health needs

• Experience in equitable and inclusive educational experiences and learning environments that incorporate themes of diversity and belonging

• Excellent organizational and communication skills

• Openness to feedback and a growth mindset

• Bachelor’s degree in Education, Counseling, Special Education, Psychology, Social Work, or related field.  Master’s Degree preferred.

• Demonstrated experience supporting middle school students and families

• Demonstrated cultural humility, cultural responsiveness, and commitment to equity-driven practice

• Strong communication and coaching skills with adolescents and adults.

• Ability to coordinate multiple stakeholders, balance competing needs, and hold a “students first AND teacher-supportive” mindset

• Eagerness and ability to work in a collaborative environment that requires flexibility, creativity, humor, self-awareness, endurance, and resilience 

• Ability to communicate professionally in English and at least one other language spoken in our school community such as Spanish, Mandarin, Arabic, or Hindi a plus

• Excitement and willingness to participate in all school events, which may include overnight trips

• Passion for supporting girls in discovering their strengths and finding their voice

• A love for the middle-school age

Please submit resume and cover letter to apply. 

Middle School Entrepreneurial Program Teacher 2026-2027

The Girls’ Middle School

Since its founding in 1998, The Girls’ Middle School (GMS) has been committed to progressive education and innovative programming, educating the diverse middle school students who make up our vibrant, inclusive community. Our project-based curriculum encourages creative problem-solving, collaborative teamwork, and independent thought. GMS educates girls* during a pivotal time in their lives. Students develop self-knowledge, confidence, and leadership skills supported by a staff highly attuned to their changing emotional and social needs. GMS encourages girls to find their voices, take risks, and become self-reliant. Learn more about GMS: www.girlsms.org and https://youtu.be/SatUBcjwkxA?feature=shared

*At GMS, “girls” refers to cis girls, trans girls, non-binary youth, gender non-conforming youth, gender queer youth, and any girl-identified youth.

Mission

The Girls’ Middle School educates girls at a crucial time in life. We create an inclusive environment where academic growth is nourished. A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.

The Position

The Girls’ Middle School is seeking a passionate middle school educator to teach our 7th Grade Entrepreneurial Class, work closely and collaboratively with the 7th-grade team, and participate in a range of activities that support GMS’s innovative and engaging programming. This is 50% part-time faculty position. Classes meet 1-2 times a week with the remainder of the time for planning and collaboration. 

The Entrepreneurial Program at The Girls’ Middle School

The lessons from the GMS Entrepreneurial Program are among the school’s most profound and long-lasting. The program builds on an insight underpinning much of the instruction at GMS: Project-based work offers the chance to go beyond content mastery. The students develop crucial skills in critical thinking, collaboration, creativity, and problem-solving.

A year-long, interdisciplinary learning experience, our 7th-grade entrepreneurship course challenges students to design a novel physical product, then manufacture and market it to both investors and customers. During the year, each team launches a small company with seed funding from the school. The course apex is a celebratory night during which students present their companies to a panel of respected Silicon Valley investors and sell their products to assembled community members.

As they progress through the program, students develop strength in multiple areas, including leadership and teamwork, creativity and product design, project and time management, mathematics and economics, communications and marketing, and public speaking. Just as importantly, they finish the program with an understanding of their own capabilities as contributors, leaders, and stronger self-advocates. They learn that they can be creators of products as much as they are consumers of them.

Teaching at GMS

At the core of GMS is our extraordinary faculty. Every teacher at GMS has a passion for working with middle school girls and believes in the fundamental value of the middle school experience. They are attentive to, value, and support every student in the school. The GMS teachers are middle school specialists and subject matter experts, bringing passion to their work and sharing it with the students. Whatever interests a GMS student – from physics to programming, sculpture to skateboarding, musical theatre to metal shop – there is an adult ready to help them advance that interest as far as they can go.

Teaching at GMS means participating in a joyful, inclusive, and respectful community of students and adults. You will be surrounded by enthusiastic, dedicated, and mission-driven faculty who appreciate autonomy in creating learning experiences while thriving in a collaborative environment. Our teachers enjoy opportunities to create multi-faceted, interdisciplinary projects and participate in engaging field trips and travel experiences.

Qualifications

• Undergraduate degree in a relevant field of study

• Teaching experience with middle school students is preferred

• Familiarity with entrepreneurship and the product design cycle

• Knowledge of social and emotional learning (SEL) best practices to support teamwork, collaboration, and shared decision making among teams of middle school students

• Confidence and skills in communicating with families

• Prior work experience at a startup or as a maker is a plus 

Skills & Qualities

• Commitment to experiential, project-based learning, narrative assessment, and other progressive pedagogies

• Enthusiasm for the values and mission of The Girls’ Middle School

• Demonstrated skill in designing equitable and inclusive educational experiences and learning environments that incorporate themes of diversity and belonging

• Ability to manage and leverage parent volunteers in and out of the classroom

• Openness to feedback and a growth mindset

• Eagerness and ability to work in a highly collaborative environment

• Passion for supporting girls in discovering their strengths and finding their voice

• A sense of humor and love for the middle school age

• Excellent organizational and communication skills

Since its founding in 1998, The Girls’ Middle School (GMS) has been committed to progressive education and innovative programming, educating the diverse middle school students who make up our vibrant, inclusive community. Our project-based curriculum encourages creative problem-solving, collaborative teamwork, and independent thought. GMS educates girls* during a pivotal time in their lives. Students develop self-knowledge, confidence, and leadership skills supported by a staff highly attuned to their changing emotional and social needs. GMS encourages girls to find their voices, take risks, and become self-reliant. Learn more about GMS: www.girlsms.org and https://youtu.be/SatUBcjwkxA?feature=shared

*At GMS, “girls” refers to cis girls, trans girls, non-binary youth, gender non-conforming youth, gender queer youth, and any girl-identified youth.

Mission

The Girls’ Middle School educates girls at a crucial time in life. We create an inclusive environment where academic growth is nourished. A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.

Primary Teaching Responsibilities

• Teach four sections of 7th Grade Computer Science and three sections of 8th Grade Computer Science

• Develop inclusive classroom procedures and practices to optimize learning for all students 

• Develop and document curriculum that involves exploration, inquiry, and hands-on learning

• Differentiate assignments and classroom practices to provide for student choice and agency, multiple levels of challenge, various learning modalities, and to accommodate learning differences within the context of collaborative learning

• Create authentic assessments that are rooted in the course learning objectives, provide multiple ways to demonstrate engagement and understanding, and communicate expectations clearly to students

• Hold Office Hours daily to meet with students individually and/or in groups

• Communicate curriculum and expectations to parents via periodic curriculum updates and showcase events such as Back to School Night and Academic Fair

• Respond to family communications in a timely manner, typically within one or two school days 

• Write informal narrative reports for Fall Snapshots and Spring Check-Ins (as agreed upon with the Assistant Head of School; not to exceed one grade-level worth of reports at any given time)

• Write formal First and Second Semester Progress Reports that make up the student cumulative file (as agreed upon with the Assistant Head of School; not to exceed one grade-level worth of reports at any given time

• Conduct Parent/Guardian - Teacher Conferences 

7th Period and Student Supervision Responsibilities

• Assemblies: attend and supervise students

• Electives: each semester, teach an elective class that meets approximately once per week

• Advisory: serve as an advisor

• Supervise Recess or Lunch (dependent on classroom assignments)

Grade Level and Special Activities

• Start-of-Year Grade Level Activities: coordinate with the administration and grade level team to plan and carry out activities such as New Student Orientation, grade level community-building activities/trips

• Proctor MAP Growth Assessments 

• Fall and Spring Intersession weeks: teach a course or chaperone a grade-level trip 

• Grade Level Field Trips: attend and chaperone (day and/or overnight) as needed

• Grade Level-specific Programs or Events (e.g. 6th New Family Picnic, 7th Entrepreneurial, 8th Personal Odyssey): attend and support 

• End-of-Year Activities: coordinate with the administration and grade-level team to plan and carry out grade-level activities

• Graduation: attend and speak for students

Staff and Faculty Meetings and Professional Development

• Participate in weekly staff check-ins/meetings and faculty, grade-level, and department meetings

• Participate in August Pre-Service, June Post-Service, and Faculty/Staff Professional Development throughout the year

• Engage in other professional development throughout the year, including: membership in professional organizations, reading articles/books, observing classes, attending workshops or conferences, taking classes, planning/revising curriculum, developing effective assessment tools, participating on a committee for a school or strategic initiative, etc.

• Support the Administrative and Community Building Activities of the School

Since its founding in 1998, The Girls’ Middle School (GMS) has been committed to progressive education and innovative programming, educating the diverse middle school students who make up our vibrant, inclusive community. Our project-based curriculum encourages creative problem-solving, collaborative teamwork, and independent thought. GMS educates girls* during a pivotal time in their lives. Students develop self-knowledge, confidence, and leadership skills supported by a staff highly attuned to their changing emotional and social needs. GMS encourages girls to find their voices, take risks, and become self-reliant. Learn more about GMS: www.girlsms.org and https://youtu.be/SatUBcjwkxA?feature=shared

*At GMS, “girls” refers to cis girls, trans girls, non-binary youth, gender non-conforming youth, gender queer youth, and any girl-identified youth.

Mission

The Girls’ Middle School educates girls at a crucial time in life. We create an inclusive environment where academic growth is nourished. A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.

Ideal Candidate

GMS seeks a part-time Music Faculty member to lead classes three days per week in the Fall semester for all grades. 

The ideal candidate will have experience teaching music or a related field and feel confident leading a classroom independently. They bring a passion for music-making and can joyfully communicate that energy to students. They are friendly, enthusiastic, proactive, and forward-thinking. They are detail-oriented, well-organized, able to design and implement curriculum aligned with GMS values, and possess strong time-management skills.

Primary Duties and Responsibilities

Lead and manage music classes, including planning and delivering engaging lessons in vocal and/or instrumental work, rhythm, and creative composition

· Create a classroom environment where students feel a strong sense of belonging and are excited to learn music

· Inspire students to experience music as a joyful, expressive, and meaningful process

· Design learning experiences that balance skill-building with open-ended exploration and creative risk-taking

· Nurture a supportive community where students build confidence, collaborate, and develop teamwork through ensemble and shared music-making

· Support students in developing curiosity and their individual musical voice

· Foster a classroom culture where students listen, contribute, and grow together with respect and care

· Establish clear routines and expectations that support focus, respect, and productive music-making

· Guide students in caring for shared instruments and materials, and maintaining a thoughtful learning environment

What We Look for in a Music Faculty Candidate

· Experience teaching music or a related field, with confidence in leading a classroom independently

· Comfort with a range of musical approaches (vocal, instrumental, rhythm, and/or digital music tools)

· Commitment to experiential, project-based learning and progressive pedagogy

· Demonstrated focus on supporting girls in discovering their strengths and finding their voice

· Ability to positively engage students and collaborate closely with fellow educators

· Ability to be a self-starter who is organized, adaptable, and proactive in a dynamic classroom environment

· Strong classroom management skills, with the ability to guide students with clarity, warmth, and consistency