Minimum Education: Early Childhood Education or related degree

Minimum Experience: 3-5 years


Founded in 1972, The Mount Vernon School is a leading private school of inquiry, innovation, and impact. Anchored in Christian values — love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control — relationships at Mount Vernon are foundational to learning. Preparing students to be college ready, globally competitive, and engaged citizen leaders calls us to lean into inclusion, diversity, equity, and action.

Creating and cultivating connections between all people, ideas, and sectors, the School welcomes all learners to wrestle with voices and perspectives that challenge our assumptions, biases, stereotypes, and privileges. Not allowing our differences to divide us requires each of us to engage in honest, vulnerable, and courageous conversations through empathy, reflection, examination, and action. Being real agents of change is a continuous journey.

Committed to diversity, equity, and inclusion, our trust in each other strengthens our sense of identity, autonomy, and interdependence. As a school of inquiry, innovation, and impact, we are committed to creating and sustaining a school culture where all members feel valued and safe, sharing their authentic selves to design a better world…together.


The Mount Vernon School seeks a versatile, dedicated, and forward-thinking educator to serve as a Preschool Head of Grade. This person will serve as an instructional coach and professional learning designer, a teacher-leader who supports Preschool teachers to create learning experiences, refine their practices, improve instructional quality, and achieve mastery as early childhood educators. Additionally, this individual helps build a preschool program that encourages all students to be curious explorers through inquiry based learning, design thinking, and other inquiry-based approaches. This position requires data analysis, relevant research, and best practices to guide lesson planning and curriculum design.

Role & Responsibilities 

This individual will:

  • Collaborate with Lower Campus Head of Learning and Innovation to plan and support grade-level professional learning (including screening, curriculum and assessment tools)
  • Plan with grade level teams in order to provide cohesive, vertically aligned curriculum
  • Contribute to planning of faculty professional learning opportunities, including professional learning days and new faculty onboarding and orientation
  • Model innovative instructional strategies, specifically in inquiry-based learning practices
  • Build teacher capacity by offering teaching and learning services such as co-planning curriculum and learning experiences, working collaboratively on teacher’s professional development plans, co-creating assessments for students, and participating in classroom observations and offering constructive feedback on teaching and learning
  • Assist teachers to structure environments, routines and interactions that contribute to positive social-emotional outcomes for the children and families in a program.
  • Assist with faculty recruiting and interviewing as requested by the Preschool Director
  • Assist with annual schedule design by providing input and recommendations through the lens of the School’s mission and strategic plan
  • Support the teachers to provide environments and opportunities which promote the child’s growth and development for any of the developmental domains, (language and literacy, health and physical development, approaches to learning, social emotional development, creative arts, science, mathematics)
  • Support teachers’ knowledge and respect for diversity to create an inclusive environment which adjusts behavior according to cultural norms and cues
  • Support the analysis of program and classroom level data, (assessment, monitoring, etc.) as a driver of program quality and instructional excellence
  • Support and refine Preschool’s sophistication in assessment practices
  • Stay current on updates and changes in accreditation system (NAEYC)
  • Engage in and share self-driven, ongoing learning regarding curriculum, pedagogy, coaching and school leadership
  • Design learning experiences and programs with the Environment Rating Scales (ECERS, ITERS) in mind

Current Pedagogical Influences include:

  • Competency-Based Education and Standards-Based Grading
  • Inquiry Based Learning practices such as The Project Approach and Project Based Learning
  • Understanding by Design
  • Stanford University Design Thinking
  • Harvard Graduate School of Education Project Zero and Visible Thinking Routines
  • Comprehensive focus on knowledge, skills, and dispositions
  • Neuroscience and human development
  • Social and Emotional Learning


  • Early Childhood Education or related degree; Masters Degree preferred
  • Early childhood classroom experience preferred
  • Deep knowledge of early childhood pedagogy, curriculum, and child development
  • Training in Orton-Gillingham or other a related systematic phonics instruction
  • Experience with facilitating inquiry based learning approaches
  • Familiar with NAEYC Accreditation Requirements
  • Capacity to work flexibly, independently, and collaboratively in a fast-paced and ambitious environment
  • Effectively communicate in both written and spoken mediums
  • Proficiency in online platforms in assessment and reporting as well as Google Suite

The faculty and staff of The Mount Vernon School believe the fair and equitable treatment of employees is critical to fulfilling its mission and purpose. It is the policy of The Mount Vernon School is to conduct business and provide equal employment opportunity to all persons without regard to race, color, age, gender, religion, national origin, disability status, protected veteran status, or any other characteristic protected by federal, state or local laws.

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