Middle School and High School Health & Human Development Teacher (Part time)

Little Red School House & Elisabeth Irwin HS • New York, NY

3d • $70,783 - $135,870

About The Position

Little Red School House & Elisabeth Irwin High School (LREI) seeks educators committed to progressive pedagogy and joyful, rigorous teaching. Candidates with diverse experiences and pathways into education are strongly encouraged to apply. LREI is seeking a part-time (60%) Middle School and High School Health & Human Development Teacher to work with students in grades five through ten beginning September 1, 2026. In the Middle School, the Health & Human Development Teacher will teach developmentally sequenced courses across grades 5–8 that focus on identity, friendship, relationships, decision-making, digital life, communication, and the social and emotional dimensions of adolescence. The curriculum topics are well-established; however, the successful candidate will design and refine lessons in close collaboration with colleagues and ensure thoughtful developmental progression from year to year. For example, conversations in fifth and sixth grade center on friendship, peer dynamics, and identity formation, while seventh and eighth grade increasingly explore romantic relationships, power, gender, sexuality, and ethical decision-making. In the High School, this person will help design and implement the Life Lab program for ninth and tenth graders. Grounded in progressive education and the commitment to educating the whole child, Life Lab teaches foundational competencies that are not explicitly taught by our six core disciplines (Art, English, History, Math, Science and World Language). Life Lab is divided into two key components, foundational skills and health education. Foundational skills include social-emotional learning, citizenship, self-knowledge and self-advocacy, identity, digital literacy, and leadership. Health Education includes drug education, mental health, and sexual health. Successful LREI teachers are reflective practitioners, lifelong learners, and flexible collaborators. They connect classroom learning to students’ lived experiences, engage in professional growth, and contribute meaningfully to the division community.

Requirements

• Enjoys working with a wide range of ages and brings warmth, clarity, and a sense of grounded joy to their teaching.
• Demonstrates skill in facilitating discussion-based classes that require trust, vulnerability, and careful listening.
• Understands adolescent development and can translate that knowledge into developmentally appropriate curriculum across grades 5–10.
• Is an active collaborator who values shared planning, resource exchange, and collective problem-solving.
• Is skilled at differentiating instruction and creating inclusive spaces for diverse learners and identities.
• Approaches sensitive topics with thoughtfulness, confidence, and cultural humility.
• Demonstrates a clear commitment to social justice, equity, and cultural competence, and works effectively with diverse students, families, and colleagues.
• Communicates clearly and thoughtfully with students, families, and colleagues, both formally and informally.
• Is reflective about their practice and eager to iterate on curriculum over time.
• Approaches teaching with a growth mindset and a willingness to innovate.

Nice To Haves

• A master’s degree in education, counseling, social work, psychology, public health, or a related field and at least three years of successful teaching experience are preferred, though candidates with alternative pathways into the profession are encouraged to apply.

Responsibilities

• Design engaging, discussion-based lessons grounded in the existing curricular scope and sequence while bringing their own expertise, voice, and questions into the classroom.
• Ensure that curriculum builds coherently across grades, attending carefully to developmental differences between age groups.
• Collaborate closely with grade-level teams, counselors, and division leadership to align themes and respond to emerging student needs.
• Facilitate brave, inclusive classroom conversations around identity, race, gender, sexuality, digital citizenship, and relationships.
• Communicate thoughtfully with families about curriculum, developmental themes, and classroom conversations.
• Participate fully in the life of the Middle School and the broader LREI community.

What This Job Offers

• Job Type: Part-time