Associate Teacher, Middle School at IDEAL School of Manhattan – New York, New York

Title: Associate Teacher, Middle Lower School

Reports to: Division Head & Director of Dylan Program

Employment Type: Faculty; Full-time, Exempt

Projected Start Date: Late August 2026

Work Location: 5 Hanover Square, New York, NY 10004

The IDEAL School of Manhattan is an inclusion school dedicated to creating a diverse community that affirms and accepts the full identities of all people, while inspiring academic excellence, creative leadership, and a desire to build a more just and equitable world.

Position Description

IDEAL’s Associate Teacher program provides a unique opportunity for emerging special and general educators to gain experience as educators through collaboration with established classroom teachers, therapists, and administrators. IDEAL’s Associate Teacher Program is designed to be a three-year program in which they will develop the skills and experience necessary to grow in the field of education and ultimately to take on a lead role in a classroom or in another aspect of school life. Over the course of their three years in the program, Associate Teachers will be asked to work with a range of students and will, in general, be assigned a new student annually. Associate Teachers at IDEAL are required to develop the skills necessary to work with any student at IDEAL.

Associate Teachers at IDEAL fill two equally essential roles.

The primary role of an IDEAL Associate Teacher is to provide an assigned student in IDEAL’s Dylan Program the individualized support to promote personal and academic excellence and full inclusion in all aspects of IDEAL’s educational program. Under the direction of and with support and instruction from lead teachers and related service providers, Associate Teachers will work individually with an assigned student to:

Implement differentiate instruction to promote academic growth and achievement;

Establish and implement routines to strengthen executive functioning skills;

Cultivate positive behaviors that build relationships and trust; and

Facilitate social and emotional growth and connections.

Facilitate supports to enable students to be in the classroom

The individual work of an Associate Teacher with their assigned student is not limited to specific classes and activities, but rather intended to extend throughout the school day as benefits their individual student’s goals and as determined in consultation with the lead teachers, related service providers, and administrators who work with their assigned student.

The secondary role of an IDEAL Associate Teacher is to contribute to the broader work of lead teachers in the classroom and of students within the larger community. Associate Teachers will contribute to school’s overall academic and extracurricular programs by:

Providing additional academic support inside and outside of the classroom for all students;

Supporting the students’ participation in school programs and activities; and

Fostering a positive and peaceable culture within all school settings.

In general, over the course of their three years in the program, responsibilities for the position of Associate Teacher include, but are not limited to, the following:

Work as member of co-teaching team in an inclusive classroom to implement differentiated curriculum, establish classroom routines, and support all students

Will become familiar with and implement the individual goals of their assigned student within the specific context of each of that student’s classes and activities

Partner with lead teachers, related service providers, and other professionals on the implementation of support strategies across settings

Implement differentiated materials designed by the lead teacher to support assigned students access to the curriculum in all classes and activities

Gather all necessary tools and facilitate their utilization

Communicating proactively on a regular basis with the family of assigned student

Provide support for Activities of Daily Living, as needed

Demonstrated flexibility supporting multiple different students who will offer new opportunities and pose new challenges

Attend meetings as required by the school

In their first year, Associate Teachers will learn, develop, and apply techniques for

Implementing differentiating curriculum

Fostering academic, social-emotional, and executive-functioning skills of children

Integrating the individual goals of students across all school settings

Collaborating with colleagues in a wide variety of roles

Crafting communications for with parents and caregivers in routine and specific circumstances

Contributing to the daily activities of the school in which their student is involved

Associate Teachers may also be asked to support other students and to substitute for lead teachers or other associate teachers as needed.

In their second and third years, in addition to the above, all Associate Teachers are expected to develop a “passion project,” in collaboration with their supervisor, division head, and Head of School, that supports both their own growth and that of the school as a whole. Examples of two and three-year projects might include:

Designing and leading advisory activities

Developing a specialized workshop

Planning experiential learning opportunities

Working closely with a lead teacher in a chosen discipline to develop a unit or differentiated materials

Plan a special school-wide event

Assist a related service provider or administrator

Associate Teachers should anticipate dedicating about 10% of their time to their passion project or special work. Although administrators will support Associate Teachers in designing schedules that allow for their project, the Associate Teacher’s project may not supersede or interfere with their primary responsibilities.

In some instances, where a third-year Associate Teacher has a Masters degree and/or required expertise and experience, they may apply to design and assume full responsibility for an elective or class. In these cases, the third-year Associate Teacher will be compensated according to the school’s policies.

Required Qualifications and Characteristics

Bachelor's degree in relevant field

Willingness and learn in an educational environment

Appreciation for the school’s mission, in particular its inclusive learning environment and commitment to social justice

A desire and eagerness to make a difference in the school--to contribute time and talent outside of therapy sessions to the growth of students and to the broader work and life of the school

Strong written and verbal communication skills

The ability to collaborate as a part of a team, flexibility, and a sense of humor

Preferred Qualifications

Master’s degree or current enrollment in relevant Master's program

Independent school experience

At least one year of experience in a school or similar setting

Other duties: Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

Salary Range: $46,000-48,000 (this represents the expected salary range for this position. Salary will be determined based on education, experience, and other job-related factors)

Benefits for full time employees include: Paid time off, comprehensive medical, dental and vision insurance, flexible spending program, health reimbursement account, commuter benefits program, income protection via short and long-term disability benefits, paid family leave, professional development opportunities, 403(b) plan with employer contribution(waiting period applies).

Equal Opportunity Employer

The IDEAL School of Manhattan is committed to the principles of equal employment opportunities for all qualified employees and job applicants and to making all employment decisions without unlawful discrimination as to race, color, creed, religion, sex, national origin, age, disability, sexual orientation, citizenship or immigration status, marital status, familial status, actual or perceived status as a victim of domestic violence, caregiver status, gender identity or expression, military status, veteran status, genetic predisposition or carrier status, or any other status or condition protected by applicable federal, state, or local law.This policy of Equal Employment Opportunity applies to all policies and procedures.

This policy of Equal Employment Opportunity applies to all policies and procedures relating to recruitment, hiring, compensation, benefits, training and development, promotion, demotion, discipline, termination and all other terms and conditions of employment. demotion, discipline, termination and all other terms and conditions of employment.