Upper School Generalist Teacher (Leave Replacement)

Mary McDowell Friends School•Brooklyn, NY

17h•Onsite

About The Position

Mary McDowell Friends School invites applications for a full-time, ten-month Upper School Generalist Teacher leave replacement beginning in November 2026. The teacher supports students’ safety and well-being and promotes their educational and social-emotional growth in advisory, content-area, core classroom, and homeroom settings. The role involves designing and delivering challenging, creative, developmentally appropriate instruction for students with learning disabilities. Quaker beliefs, testimonies, and practices are integrated into work with students, colleagues, families, and the broader community. The teacher adapts curricula across English, Math, Science, and Social Studies; uses targeted instruction, scaffolding, and multisensory lessons; and establishes a structured, inclusive, positive learning environment. The role supports students’ self-advocacy, executive functioning, and independent learning, and coordinates with service providers to incorporate therapeutic strategies into classroom instruction. The teacher also advocates for homeroom students, communicates and collaborates with colleagues and families, contributes to school life, and supervises students in classes, activities, and school trips. This exempt position follows the academic calendar. Work is Monday through Friday, 7:45 a.m. to 3:30 p.m., with a half-hour paid lunch. Faculty meetings take place Wednesdays from 3:30 p.m. to 5 p.m. Evening or weekend work may be required as duties demand and is scheduled in advance. Occasional travel between nearby campuses and chaperoning day-long and overnight school trips are required. The role involves navigating the school, opening filing cabinets, bending, standing for extended periods, and using stairs to teach in different classrooms. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Requirements

Master’s degree in Special Education or Education.
Three to five years of direct teaching experience with students with learning disabilities.
Strong oral and written communication skills with parents, children, and colleagues.
Ability to create a classroom environment where students feel safe, supported, and challenged.
Strong collaboration and teamwork skills.
Growth mindset and ability to use feedback to improve practice.
Commitment to equity and justice, including knowledge and skills related to cultural competencies.
Ability to maintain the physical capacity needed to navigate the school environment and ensure student safety, including opening filing cabinets, bending, standing for extended periods, and ascending and descending stairs.

Nice To Haves

Licensure as a speech-language pathologist (CCC-SLP).
Familiarity with GSuite and Veracross.

Responsibilities

Adapt and deliver curricula across English, Math, Science, and Social Studies to meet diverse learning needs.
Use targeted instructional strategies and scaffolding to accommodate different cognitive levels, learning speeds, and skill sets.
Create clear, multisensory entry points to lessons that promote active engagement and meaningful skill development.
Establish a structured, inclusive, positive learning environment that supports academic and social-emotional growth.
Help students develop self-advocacy, executive functioning, and independent learning habits.
Coordinate with service providers, including speech-language pathologists and counseling team members, to integrate therapeutic strategies into classroom instruction.
Collaborate with division directors and the academic dean to address students’ needs.
Write, edit, and submit trimester reports, grades, recommendations, evaluations, and other requested materials on time.
Advocate for homeroom students and support their relationships with other teachers.
Supervise homeroom students during division-wide and school-wide activities, including silence, assembly, and visits from special guests.
Participate in professional development, MMFS committees, weekly faculty meetings, regular supervisory meetings, school silence, and staff meetings.
Supervise student activities, including study hall, advisory, clubs, and student trips, including overnight trips.
Participate in school-wide diversity and equity initiatives and examine administrative practice through the lenses of race, identity, equity, and privilege.
Use an equitable framework for leadership decisions and support a school culture in which people of diverse social identities feel welcome.
Travel between campuses for scheduled meetings when necessary and chaperone scheduled day-long and overnight school trips.