Being a part of Northeast Woodland requires a strong belief in our mission to awaken children to the wonder and joy of learning
Northeast Woodland strives to create a school culture that integrates our children's head, heart, and hands as we prepare students for responsible citizenship in our local community and the greater world. We seek qualified, passionate team members who will work collaboratively, tirelessly, and professionally as we build our school community from the ground up. We seek well-qualified candidates who will work collaboratively while maintaining the highest professional standards.
Part Time Middle School French Teacher
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Job Specific Qualifications & Responsibilities - French Teacher
Qualifications:
Knowledge of the theory and techniques required to learn and teach a foreign language.
Knowledge of the structure and content of the French language including the meaning and spelling of words, rules of composition, and grammar.
Ability to engage students in speaking and writing in French.
Using multiple modalities for demonstrating french usage: song, story, read-aloud, conversation, and games.
Responsibilities:
Teach French classes to students in grades 6-8.
Utilise a developmentally appropriate French curriculum.
Become familiar with the content of French I at local high schools and aim that students will have covered that knowledge by the end of 8th grade.
Northeast Woodland Teacher Roles & Responsibilities
All teachers at Northeast Woodland will engage in professional behavior, including, but not limited to the following:
Establish and enforce guidelines for behavior expectations and procedures for fostering a positive classroom environment.
Utilize a relationship-based approach to classroom management, including building awareness and engagement with our three care streams approach, the Integrative Student Support reference materials, and Kim John Payne’s work/tools for supporting students in the classroom.
Be an active learner, understanding the implications of new information for both current and future problem-solving and decision-making
Engage in active listening by giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Utilize critical thinking and problem-solving skills to be a solution-oriented member of the community
Observe and evaluate students' performance, behavior, social development, and physical health.
Prepare materials and classrooms for class activities.
Prepare objectives and outlines for courses of study, following Waldorf curriculum guidelines or requirements of NH.
Plan and conduct activities for a balanced program of instruction: movement, artistic activity, demonstration, storytelling, and work time that provides students with opportunities to observe, experience, question, and investigate. Show written evidence of preparation upon request of immediate supervisors.
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Adapt teaching methods and instructional materials to meet students' varying needs and interests.
Assign and correct class work and homework.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
When appropriate, prepare, administer, and evaluate tests and assignments to determine students' progress.
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Confer with parents or guardians, teachers, counselors, and administrators to support students' behavioral and academic challenges.
Prepare and implement carestream support programs for students requiring extra behavioral, academic, and/or social supports.
Enforce administration policies and rules governing students.
Confer with other staff members to coordinate the curriculum across grades and plan and schedule lessons promoting learning and following the Waldorf plan of study.
Collaborate with other teachers and administrators in the development, evaluation, and revision of Northeast Woodland programs.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
Organize and label materials and display students' work.
Attend staff meetings and serve on committees, as required.
Supervise and plan assignments for teacher assistants and volunteers.
Supervise the assistant teacher in your classroom including establishing a time for regular check-ins and offer evaluative support to assistants.
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
Perform administrative duties, such as school library assistance, hall, and Alpine Garden monitoring, recess, and school arrival and dismissal.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Assist with class fundraiser with paired class teacher and coordination with business office.
Develop relationship with one grade, support them with their class play and other special activities.
Activate school email account, check daily, and respond to emails in a timely fashion
Engage in regular parent communication. This includes monthly parent newsletters and same day notification of student incidents or injury. Teachers are responsible for clear communication with students during instruction, discussion, behavior review, and work review. Teachers are responsible for appropriate and respectful conversations with students, administration, peer teachers, and assistant teachers.
Develop healthy relationships with students, parents, co-workers, and supervisees.
Manage one's own time and the time of others. Establish healthy, breathing rhythms for the day, the week, and the year both for yourself and the students in your care.
Actively supervise and care for a class of up to 21 students in both indoor and outdoor settings.
Abide by the school dress code
Manage classroom budget and accounting for these expenditures. Follow correct school procedure for initiating purchasing and tracking purchases in BILL.
Support students in managing conflicts by de-escalating elevated students and/or seeking support for situations you cannot manage alone.
Seek administrative support in addressing an issue with parents/guardians
Complete proctoring requirements for NH SAS and NWEA
Read books to entire classes or small groups.
Paraprofessional 1:1 Aide
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Northeast Woodland Paraprofessional Qualifications
Experience working with and instructing children.
Openness to knowledge of Waldorf pedagogy, principles, and methods for curriculum and instruction design, including teaching and instruction for individuals and groups and the measurement of instruction efficacy.
Willingness to learn about child development; the relationship between curriculum and child development; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Engages in learning about developmental and relationship based approaches to student behavior.
An ability and willingness to focus on pre-emptive student interventions to avoid escalating behaviors.
Support students by adapting student work when appropriate.
Knowledge of administrative and office procedures and systems such as word processing, managing files and records, designing student work, and workplace terminology.
Ability to be outdoors and on your feet for extended periods (multiple times every day and for full days on some occasions) in all weather conditions, including below freezing temperatures, rain, and snow, while navigating uneven ground including mud, ice, snowy surfaces, and rocky/rooty trails.
Proficiency in or the ability to learn the following software: Google suite (drive, classroom, gmail, sheets), ParentSquare, Canva, ALMA, NWEA & NH SAS testing platforms
Ability to speak and write in appropriate and professional ways to effectively communicate with given audiences (students, parents, coworkers, etc.)
Strong English comprehension
Strong decision making and risk management skills
Ability to manage resources appropriately
Strong social skills including social awareness, a commitment to service, and the ability to compromise, coordinate, and negotiate
Northeast Woodland Paraprofessional Roles & Responsibilities
Communication - Maintaining open communication with the Lead Teacher, Specials Teachers, and the Special Education staff is critical to the success of this role. The Lead Teacher/ Specials Teacher will advise and direct the Paraprofessional in their work with the assigned student. Questions should be directed to the Lead Teacher. The Lead Teacher is the primary pathway for communication with parents. Any communication with parents should be approved by the Lead Teacher.
Paraprofessionals are required to sign in and out in the HR office to track hours. Paraprofessionals will communicate observed student incidents to the Lead Teacher within the same day, so the teacher may write a report.
Activate school email account, check daily, and respond to emails within 24 hours of receipt.
Classroom Management Support - Utilize a relationship based approach to work with all students including building awareness and engagement with our three care streams approach, the Integrative Student Support reference materials, and Kim John Payne’s work/tools for supporting students in the classroom. Help maintain a positive and safe learning environment for the student and the class, including assisting with transitions and classroom routines.
The Paraprofessional will manage data collection with guidance from the Special Education Teacher. The data may be to track goals focused on emotional regulation, academics, and/or social interactions.
Assist the student with social interactions with awareness of social goals in the student’s IEP. Support the student in proper use and care of equipment and materials to prevent injuries and damage. Follow the student’s daily plan, including breaks, walks, and preferred activities.
Role Relationships - Confidentiality regarding work with students is of the utmost importance. Avoid discussing students in public spaces, in front of other children, and within hearing distance of the student themself.
If you have an issue with a Lead Teacher that cannot be resolved through direct communication, the next step would be to reach out to the Pedagogical Director or HR. Regular consultation with the Lead Teacher is required.
Conflict Resolution - As a Paraprofessional you will sometimes be responsible for working with students experiencing struggle. We strive to intervene proactively, providing students with reminders, breaks, and physical activity to avoid escalating situations and classroom disruptions.If a situation arises where help is needed, call the lead teacher and/or administration for assistance on the walkie talkie.
Job Responsibilities - The Paraprofessional will accompany the student on out of school trips. These will require following a pre-planned protocol prepared by the Special Education Teacher closely.
Work Setting - We go outside in all weather conditions daily. Please follow clothing guidelines that are provided to families to model appropriate outdoor dress for students. Long walks can be a regular occurrence with students. There is uneven terrain in our environment. You may encounter ice, mud, snow, rain while outside. We are a two-story building with stairs and an elevator. You are on your feet and active throughout the school day.
Environmental Conditions - You may encounter ice, mud, snow, rain, and below freezing temperatures. We go outside in all weather conditions.
Job Hazards - You may encounter ice, mud, snow, rain, and below freezing temperatures. We go outside in all weather conditions. The likelihood of injury is low but not zero. Injury is possible when walking on uneven ground or in slippery conditions.
Body Positioning - You may be required to crouch, sit, stand, and run to engage with students in this position. The Paraprofessional may be required to attend class field trips that may require extended walking, standing, hiking etc.
Work Attire - We have a dress code that requires clothing to be neat, able to move freely, no inappropriate language or symbols, no jeans with holes and no tops that expose the employees stomach. We also require closed-toe shoes.
Impact of Role - This role supporting students' access to classroom education is critical to the success of our school.
Routine versus Challenging Work - The daily work of supporting an individual student with special needs has a wide variety of routine support and challenging work. The assigned student will have a mix of successful days and more challenging days. Recess and specialty classes are more challenging times for student behaviors. Outdoor time in inclement weather is also more challenging.
Pace and Scheduling - The typical school day schedule runs from 7:30 am to 3:00 pm. Friday afternoons, students are dismissed early to allow for staff meetings which the Paraprofessional is required to attend and run until 3:30pm. The Paraprofessional is required to be at school for our morning meeting at 7:30am and report to their classroom. The Paraprofessional will be provided with a 30 minute break during the day. The Paraprofessional will also be assigned additional duties for recess times, arrival and/or dismissal times. There are 174 scheduled days of school with an additional 14 days of work time. This includes teacher work days, conference days, and the May Faire, which falls on a Saturday. The Paraprofessional will participate in one Faculty Committee. The Paraprofessional must abide by the attached calendar. The Northeast Woodland School Board may modify the school calendar during the same school year and the Paraprofessional must continue to abide by such modifications.
Substitute Teachers
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Northeast Woodland seeks Substitute Teachers for the 2025-26 academic year. Candidates for this position will have a strong desire to work as part of a team in a dynamic school committed to inspiring creative thinkers and discovering a unique connection to learning. The hours for this position are 7:30 a.m. to 3:00 p.m.
Responsibilities for this position may include:
Substitute teaching in Early Childhood and/or Grades 1-8
Substitute teaching in our Aftercare Programs (which runs from 2:30PM until 5pm)
Lunch and Recess Duties
Support for all teaching staff
Main Office and administrative duties, including answering phones and greeting visitors
Education/Experience Requirements
The ideal candidate will have experience as a substitute teacher with students ages 3–14 and must demonstrate skill, confidence, and expertise in working with students.
A Bachelor's degree is preferred. Work experience commensurate with a degree will be considered.
Waldorf training and teaching experience are a plus.
To Apply: Please email the substitute application (download below) to Sarah Davidson at sarahdavidson@northeastwoodland.org
“Our mission at Northeast Woodland is to awaken children to the wonder and joy of learning through nature combined with the living arts, academics, and the role these elements play in the development of the whole child. Our school will nurture creativity, individuality, and independent thinking to inspire and prepare children to pursue educational excellence and enter their community and the world with confidence, competence and compassion. By addressing their heads, hands and hearts, the school will encourage students to be lifelong learners and contributors to their communities and society as a whole.”