Thank you for your interest in Sheridan School. I invite you explore the information in the sections below to learn more about our program and to review our list of current openings. Prospective teachers should have a related degree, classroom experience, and/or relevant experience with elementary or middle school-aged children. (Teacher certification is not required.)
Our faculty also works with aspiring teachers to provide on-the-job training. Teacher training at Sheridan affords beginning educators the opportunity to learn and apply specific methods with the support of experienced mentor teachers.
We accept employment inquiries year-round and are eager to consider applications from traditionally underrepresented groups. More information about our recruitment mission and goals is available below. Interested candidates are encouraged to submit a letter of interest and resume to firstname.lastname@example.org.
Sheridan is seeking an energetic K-8 Maker/Librarian to foster an environment of creativity, innovation, and openness to new ideas. This dynamic new role involves collaborative teaching, supporting student inquiry, fostering a love of literacy and building a “maker” culture. In addition to maintaining a rich, K-8 library collection of print and digital resources, the Maker/Librarian will transform the library space into an inviting, flexible, responsive laboratory for learning with tools and resources that support a design-thinking mindset and a curriculum based on equity and social justice. The Maker/Librarian will collaborate with faculty in the design of new maker courses, projects, and units of study across divisions.
The successful candidate:
-possesses a “maker” mindset focused on creating opportunities for students to imagine, create and play while learning;
-will teach information-seeking, critical analysis of sources, citation methods, synthesis, and the ethical use of information;
-has a strong knowledge of children’s literature;
-will develop the library collection in a thoughtful and developmentally relevant manner;
-is a facilitator of knowledge and resources for students and staff;
-utilizes the library as a space to create STEAM-focused projects;
-is highly flexible and responsive to student interests and needs;
-provides platforms for students to showcase their work;
-is a consistent collaborator with faculty and outside resources;
-has experience with coding as well as equipment such as 3D scanners and printers, laser cutters and robotics.
Interested candidates are encouraged to submit a letter of interest and resume to email@example.com.
Spanish Teacher (K-2)
Sheridan is seeking an experienced elementary Spanish teacher to teach stand-alone Spanish classes and work with other teachers to integrate Spanish throughout the school day. Our goals include content-rich classes mostly conducted in Spanish that are joyful, developmentally appropriate and integrated with other subjects and school routines. More detailed program goals are available for interested candidates.
The successful candidate will have a thorough background and fluency in Spanish, a specific interest in working in primary grades, strong instructional and classroom-management skills, experience in curriculum design and student assessment, and an interest in collaborating closely with colleagues and parents. Sheridan’s world language program emphasizes both language acquisition and cultural understanding, is aligned with ACTFL standards, and is based on the Organic World Language (OWL) instructional approach. Additional responsibilities include regular communication with families, participation in department and staff meetings, and lunch, recess and dismissal duties several times a week.
Interested candidates are encouraged to submit a letter of interest and resume to firstname.lastname@example.org.
Sheridan periodically needs new substitute teachers who are available for both planned and last-minute teacher absences. An undergraduate degree, experience working with elementary or middle school-aged children, and an interest in Sheridan’s program are required. Candidates should send a letter of interest and resume to Joe Burke, Substitute Coordinator, at email@example.com.
Faculty Recruitment Mission and Process
Sheridan’s faculty recruitment mission is to establish a qualified and diverse pool of candidates for each open position, effectively, objectively and equitably assess those candidates, and select the candidate who will best enhance and complement the Sheridan community.
Following the NAIS Principles of Good Practice for hiring, the school and those involved in the process will:
- establish a broad candidate pool by placing advertisements, attending teacher recruitment fairs, working with placement agencies and informing current community members of openings;
- implement specific outreach to traditionally underrepresented groups, specifically candidates from diverse racial and ethnic backgrounds and those not currently employed by independent schools;
- involve teaching and non-teaching staff members in the process;
- balance the priorities of the school with those of the co-teacher/department;
- determine and publish desirable qualifications and attributes for open positions;
- utilize systems designed to accurately assess candidate strengths and weaknesses related to those qualifications and attributes including communication with prior employers;
- communicate with candidates in a respectful, timely, lawful and ethical manner, including notification when the position has been filled;
- invite candidates to visit the campus at the school’s expense and clearly articulate the purpose and expectations of the visit to the candidate;
- make comprehensive offers of employment to selected candidates and allow at least two days for candidates to consider an offer; and
- receive feedback from candidates and continually evaluate the recruitment process.
Sheridan generally begins our faculty recruitment process in February by listing all openings for the following school year on our website and those of several other education and non-profit organizations. When inquiries about a position are received, we conduct an initial resume screening and invite qualified candidates to complete a written application. Those applications are then reviewed by a committee of faculty, staff and administrators to establish a pool of candidates to interview. This part of the process is usually completed within two weeks of receiving a candidate’s application.
Three interview steps follow with the strongest candidates advancing at each step. First, candidates interview with the Director of Academic Life, usually through a video call. Then, semi-finalists are invited to campus for a tour, classroom visits and interviews with an administrator and potential colleagues. Last, finalists are invited to return to campus to teach a sample lesson and interview with our Head of School. (The two campus visits are usually combined for out-of-town candidates.)
Sheridan is committed to responding to all inquiries and providing candidates timely updates on their status throughout the process. We also aim to foster a two-way interview process that affords candidates opportunities to learn and ask questions about Sheridan and the specific position for which they are applying.
We are able to offer limited feedback to candidates who have not been selected to move forward at any point in our process. That feedback is intended to assist candidates in seeking other positions and not toward immediate reconsideration at Sheridan since our decisions at each step are generally final.
Teacher Employment Resources
In addition to our website, Sheridan lists job openings with several additional organizations and agencies, including:
Sheridan is an independent, co-educational, K-8 school located in northwest Washington, DC, offering a progressive, mission-aligned, concept-based curriculum that includes Reading and Writing Workshop, Math in Focus and Responsive Classroom. Each grade has about 25 students in one homeroom with two lead teachers. Departmental classes are taught in smaller sections outside of the homeroom by content specialists.
Sheridan’s mission is to create an inclusive, vibrant learning community. About 25% of the 225 students are from diverse backgrounds, and the school is fully committed to fostering its multicultural community. Sheridan values continued professional growth, offering fully-funded faculty development opportunities and a mentoring program for new faculty.
- universal, broad, and timeless
- a way of organizing disparate information
- takes advantage of the way people think
- connects information
- honors the integrity of each discipline
- pure as an intellectual pursuit
Instruction & Assessment
- mission-aligned by discipline
- standards-based report cards
- Reading & Writing Workshop, based on the Columbia Teachers College model
- Math in Focus based on Singapore Math
- Reggio Emilia (Kindergarten)
- laptop computers for all faculty
- an available fleet of laptops for instructional use
- mounted digital projectors and document cameras in most classrooms
- subject-based applications, as requested
- each child feels known and understood
- student empowerment: a covenant-based system that honors children’s thoughts and ideas
- Morning Meeting, where each student’s voice matters
- logical consequences: a structured system for nurturing and challenging students to be accountable for their actions in all aspects of school life
- congruent with our academic program
- working with families as partners
- annual, school-wide projects to support a community organization
- all students K–8 are involved
- hands-on community service projects such as sandwich-making for Martha’s Table, neighborhood trash walks, the AIDS Walk, and projects with the Community Council for the Homeless
- K-3: reading, writing, social studies and math
- 4-8: reading, writing and social studies
- math (4-8): five classes each week
- science: two to three classes each week
- world language: three to four classes each week of Spanish or French
- music: two or three classes each week
- art: one or two classes each week
- physical education: three to four classes each week
- a 130-acre camp located in the foothills of the Blue Ridge Mountains
- enriches students’ knowledge of themselves and their environment and facilitates cooperation
- involves all students from K-8
- outdoor curriculum integrated with city campus studies so it is relevant and compatible
- staff works with teachers to identify specific needs of each class and develop supportive activities
- Total Students: about 225
- Students per Grade: about 25
- Homerooms per Grade: 1
- Lead Teachers per Homeroom: 2
- Total Classroom Teachers: 34
- Student-Teacher Ratio: 6:1
- Students from Underrepresented Groups: 25%
- Students Receiving Financial Aid: 20%
Sheridan School does not discriminate in employment on the basis of race, color, gender, national origin, religion, age, marital status, sexual orientation, gender identity or expression, family responsibilities, political affiliation, genetic information, veteran status, disability or any other category protected by law.
Sheridan accepts applications year-round and conducts interviews with qualified candidates for possible openings in the future.
Prospective teachers should have a related degree, classroom experience, and/or relevant experience with elementary or middle school-aged children. We are eager to consider applications from traditionally underrepresented groups. Candidates interested in Sheridan’s program should send a resume to firstname.lastname@example.org.
Sheridan’s mission is to create an inclusive, vibrant learning community in a collaborative environment, and our faculty works with aspiring teachers to provide on-the-job training. Teacher training at Sheridan affords prospective educators the opportunity to learn and apply specific methods with the support of experienced mentor teachers. Participants begin to develop their teaching styles while learning the responsibilities and rewards of teaching.
Sheridan employs two apprentice teachers as full-time faculty members. Apprentices are assigned to a different classroom each of the three academic terms of the school year and work alongside the regular classroom teachers to plan, instruct, and assess student work. They participate in faculty meetings, student-involved parent conferences, and non-academic student supervision.
Along with other teachers who are new to Sheridan, apprentices work with an experienced mentor and attend new teacher meetings designed to support new faculty members and familiarize them with Sheridan. During weekly classes, apprentices receive instruction in the intellectual, social, physical, and emotional development of elementary and middle school students and training in Sheridan’s instructional programs. Over the course of the year, apprentices also attend a regional training program for new teachers and are encouraged to pursue other professional development opportunities.
To date, all participants in the program have subsequently obtained teaching positions in the independent school community, and over half are currently full-time teachers at Sheridan.
Candidates must have an undergraduate degree, demonstrate an interest in a career in classroom teaching, and be willing to participate in all professional aspects of teaching. Prior training or experience in education is not required though successful candidates generally have either experience working with children or related coursework. Apprentice teachers do not receive course credit but are paid a $32,000 stipend, receive health care and retirement benefits and may choose to assume paid extracurricular duties. We are eager to consider applications from traditionally underrepresented groups. Applications are reviewed on a rolling basis and the positions may be filled early. Positions for the 2017-2018 school year have been filled.
Sheridan collaborates with the education departments at several local universities to provide classroom observation and teaching opportunities to undergraduate and graduate students as part of their degree programs. Placements are designed to fulfill university course requirements and may include instruction in Sheridan’s programs, classroom observations and supported teaching opportunities.
University teachers are placed by the cooperating institution for the purpose of completing either an undergraduate or graduate degree. University teachers are not paid but do receive course credit and may choose to assume paid extracurricular duties. Sheridan currently has relationships with Howard University and The Catholic University of America. Inquiries regarding partnerships with additional universities may be directed to email@example.com.