White Plains, New York
New York, New York
Harrisonburg, Virginia
Remote, Tennessee
Cambridge, Massachusetts
Louisville, Kentucky
Posted: 30-Mar-26
Location: Fort Wayne, Indiana
Type: Full Time
Required Education:
Grade 2 Teacher
Reports to: Director of Early Childhood and Lower School
Position: Full-time, academic year position (with benefits per school policy)
Start Date: August 10, 2026
Position Summary
Canterbury School seeks a dynamic, joyful, and student-centered Grade 2 Teacher to join its Lower School faculty. In alignment with the school’s mission, to “maximize the potential of young people by providing a challenging, enriching, and supportive learning environment”, the Grade 2 Teacher creates a classroom where each child is known, valued, and inspired to grow academically, socially, and emotionally. The teacher advances this mission by fostering intellectual curiosity, supporting the social-emotional development of each child, and building strong relationships within a collaborative community.
In alignment with Canterbury’s commitment to developing the whole child - artist, athlete, and scholar - the successful candidate designs meaningful learning experiences that challenge, support, and inspire students across academic, creative, and physical domains.
Primary Responsibilities
Instruction & Student Learning
- Design and deliver developmentally appropriate, evidence-based instruction in core subject areas (literacy, math, social studies, and science)
- Employ a range of instructional strategies to support diverse learners and promote deep understanding
- Differentiate instruction to meet the needs of individual students
- Foster critical thinking, creativity, and a love of learning, supporting students’ growth
Student-Centered Practice
- Establish a warm, respectful, and supportive classroom culture where students feel safe and challenged
- Foster an inclusive environment that honors diversity, equity, and belonging, integrating culturally responsive practices into instruction and interactions
- Build strong relationships with students, recognizing the importance of knowing each child well in a small-school setting
- Integrate social-emotional learning and character development into daily practice
- Support the academic, social, and emotional growth of each student through responsive and differentiated instruction
- Promote student voice, responsibility, and a growth mindset
Assessment & Growth
- Use formative and summative assessments to inform instruction and monitor student progress
- Maintain accurate and timely documentation of student learning
- Reflect on instructional practices and adjust to improve student outcomes
Collaboration & Professional Practice
- Collaborate closely with grade-level colleagues, specialists, departments chairs, and school leadership
- Partner with learning support staff to implement effective, inclusive instructional practices
- Contribute to a collegial, reflective, and growth-oriented faculty culture
- Exercise sound professional judgment and maintain high standards of professionalism
Family Partnership
- Communicate clearly and proactively with parents/guardians
- Partner with families to support each child’s development and well-being
- Prepare reports and participate in conferences
Community Engagement
- Participate actively in the life of the school, including meetings, events, and traditions
- Contribute to a positive and inclusive school culture
- Support the broader mission and values of the school
Qualifications
- Bachelor’s degree in Elementary Education or related field required (Master’s preferred)
- Additional credentials or training in structured literacy and/or Orton-Gillingham instruction preferred
- Significant successful experience teaching in early elementary grades (minimum of 5 years preferred)
- Strong working knowledge of research-aligned literacy and math instruction, child development, and elementary pedagogy
- Demonstrated ability to differentiate instruction, support diverse learners, and create equitable and inclusive learning environments
- Excellent communication, collaboration, and organizational skills
Key Attributes
- Student-centered and relationship-driven approach
- Reflective practitioner committed to continuous growth
- Collaborative and systems-oriented mindset
- Ability to balance high expectations with strong support for students
- Commitment to fostering a joyful, inclusive, and engaging learning environment
First Year Success Indicators
- Consistent and effective classroom instruction, with clear learning objectives, lesson planning, and formative assessments that align with Lower School curricular goals
- Strong implementation of differentiation and instructional strategies, demonstrating responsiveness to the diverse academic and developmental needs of all students
- Demonstrable student growth, as measured by progress monitoring, work samples, and authentic assessments, with instruction adjusted based on student learning and engagement
- High-quality, proactive communication with families, fostering trust, shared understanding, and partnership in supporting each child’s academic and social-emotional growth
- Collaborative contribution to faculty development, through participation in grade-level planning, professional learning communities, and reflective practice that strengthens the overall Lower School program
How to Apply
Qualified candidates are invited to submit a single PDF document including the following materials:
- Cover letter (letter of interest)
- Current résumé
- Brief statement of educational philosophy
- Names and contact information for three professional references
Applications will be reviewed on a rolling basis. Priority consideration will be given to materials received by April 10, 2026.
Non Discrimination and Equal Opportunity
Canterbury School is committed to nondiscrimination in its educational programs and employment practices. It admits students and hires employees without unlawful discrimination, and it does not discriminate in the administration of its educational policies, financial assistance programs, hiring practices, or other school-administered programs.
