Upper Elementary Educator (4th / 5th Grades)

SOLFL•Miami, FL

20d•Onsite

About The Position

SOLFL is a new movement in conscious education dedicated to cultivating intellectual, emotional, and spiritual intelligence. Our first school, SOLFL ×¢×¥ ×—×™×™× , a K-12 Miami Torah Earth School, offers a rigorous, mutli-disiplinary curriculum that integrates hands-on, experiential learning with entrepreneurship, ecology, creative expressions and spiritual practice. Our goal is to move children away from traditional classrooms, desks and screens, into the real world. This is an irl (in real life) school aimed at cultivating the impact entrepreneurs of the future. We are seeking an exceptional Upper Elementary Lead Educator (Grades 4–5) with a strong background in progressive education, inquiry-based learning, and child-centered pedagogy. The ideal candidate has experience in environments influenced by Bank Street, Project-Based Learning (PBL), Expeditionary Learning, place-based education, and other progressive educational models that emphasize active learning, deep thinking, and authentic engagement. This educator will lead a mixed-grade learning community where students pursue meaningful questions, engage in interdisciplinary projects, develop academic mastery, and cultivate the habits of thoughtful, responsible citizenship. More than a classroom teacher, you are a designer of experiences, a facilitator of inquiry, a mentor, and a builder of community.

Requirements

Bachelor's Degree in Education or a related field.
Minimum of 5 years of elementary teaching experience.
Demonstrated success teaching upper elementary students (Grades 4–5).
Experience with inquiry-based, project-based, experiential, or progressive educational approaches.
Strong understanding of child development and constructivist learning theory.
Excellent written and verbal communication skills.
Ability to design interdisciplinary curriculum and authentic assessments.

Nice To Haves

Master's Degree in Education.
Bank Street training, coursework, or significant experience in progressive education settings.
Experience implementing Project-Based Learning (PBL).
Training in Universal Design for Learning (UDL).
Experience supporting neurodiverse learners.
Experience with portfolios, exhibitions, performance assessments, and student-led conferences.
Experience incorporating outdoor, environmental, or place-based learning.

Responsibilities

Develop and facilitate interdisciplinary units and projects that integrate literacy, mathematics, science, social studies, ecology, entrepreneurship, and the arts.
Create authentic learning experiences rooted in real-world questions, local community connections, and meaningful student interests.
Design curriculum that balances academic rigor with creativity, exploration, and student agency.
Connect learning to nature, place, culture, and current issues whenever possible.
Cultivate a classroom culture driven by curiosity, investigation, reflection, and dialogue.
Guide students through research, observation, questioning, experimentation, and problem-solving.
Support students in developing critical thinking, communication, collaboration, and creativity.
Facilitate meaningful discussions that encourage perspective-taking, empathy, and intellectual risk-taking.
Differentiate instruction using Universal Design for Learning (UDL) principles and best practices.
Create multiple pathways for students to access content, demonstrate understanding, and engage meaningfully in learning.
Use ongoing observation, assessment, and student feedback to personalize instruction.
Collaborate with colleagues and families to support each learner's growth.
Teach executive functioning, self-management, organization, planning, and reflection skills.
Support students in setting goals, tracking progress, and taking ownership of their learning.
Help students develop confidence, resilience, responsibility, and self-awareness.
Foster a joyful, inclusive classroom culture where every student feels seen, valued, and challenged.
Develop strong partnerships with families through ongoing communication and collaboration.
Contribute positively to the broader life of the school and participate in curriculum design, exhibitions, community events, and school initiatives.