Health & Social-Emotional Learning Subject Teacher (2026-27 School Year)

This part-time instructional role nurtures the healthy development of the whole child by guiding a developmentally appropriate Health and Social Emotional Learning curriculum rooted in Waldorf principles. Through Human Health, Human Development, and Restorative Practices, the teacher fosters empathy, resilience, and social responsibility, drawing on established frameworks and the living needs of each class. In close collaboration with colleagues and the Care Group, and through thoughtful observation of students in lessons, play, and transitions, this educator supports a culture of inclusion, connection, and belonging across the grades. 

• Continue to refine a developmentally-appropriate curriculum, including lesson plans and resources, for “Human Health,” 

• Social and Emotional Learning class to be offered through the grades.  

• Curriculum will make use of existing resources such as the “Random Acts Of Kindness” curriculum, NYS standards, Responsive Classroom, The Mindful Student, Restorative Justice frameworks, Kim John Payne’s social inclusion model, “Developing the Self, Developing the World,” and other resources.  

• Collaborate on curriculum development and lesson planning with the Faculty Administrator and the School Mental Health Clinician.  

• Relationships, observations, experiences in the classes, and conversations with class teachers and families will also inform the structure and content of the curriculum.  

• Teach Health and Social Emotional Learning classes which include Human Development and Restorative Practices.  

• Lead one class per grade in Health and Social Emotional Learning  

• Support School Mental Health Clinician in co-leading whole class Restorative Circles 

• Observe classes, class dynamics, and students to inform social inclusion work, as needed and/or as determined by the Care Group.  

• Observations are especially useful during play, recreation, and transitions to track individual students, as well as group needs and overall classroom dynamics.  

• Attend regular individual meetings with the Subject Chair to continue to develop teaching practice.  

• Establish a clear understanding of and commitment to schoolwide policies and procedures.  

• Work collaboratively with Kindergarten and Grades teachers, attending regular meetings outside of classroom hours. 

*This is not necessarily an exhaustive list of all responsibilities, skills, duties, requirements, efforts, or working conditions associated with the job. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or to require that other or different tasks be performed when circumstances change, i.e., emergencies, changes in personnel, workload, rush jobs, or technological developments.  

• Must have at least (1) year of prior teaching experience and developing curriculum based on topics of physical and mental health.  

• Must have a degree in one of the following subjects:  

• Health Education, Health and Human Services, Public Health, Child Development, Family Studies and Consumer Sciences,Counseling, Marriage and Family Therapy, Social Work, Psychology, or Physical Education.  

• NYC DOE Fingerprint clearance  

• Be committed to maintaining the developmental model of Waldorf education.  

• Be well-rounded in the arts.  
• Stand and walk for extended periods of time and significant lengths.  
• Sit for extended periods of time, both in chairs and on the floor.  
• Use a computer for report-writing, email communication, and simple record-keeping.  
• Squat, stoop and/or bend over.  
• Escort children up and down staircases. 

• Competitive salary, commensurate with experience, non-exempt 

• Benefits include medical and dental health insurance coverage, retirement, flexible spending and Metrocards (where applicable) 

• Opportunities for professional development 

• Reduced tuition for dependents