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Careers @ Lang Below is a list of current positions for which we are accepting qualified candidates: ​ Custodial Engineer Front Desk Operations Associate Social Worker Upper School ELA Teacher Lower School (K-5) Teacher Physical Education Teacher If you are interested in a position that is not currently available, we are always interested in connecting with potential faculty who are drawn to our mission. We are happy to receive your resume and cover letter to keep on file and perhaps to begin an initial conversation. Teachers/Specialists The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

A progressive K-12 education for twice exceptional (2e) students. WHAT KINDS OF KIDS GO TO LANG? Makers. Thinkers. Dreamers. Innovators. Go–their–own–wayers. Jokesters. Critics. Artists. Writers. Scientists. Explorers. Programmers. Inventors. Inquirers. Sleuths. Creating–our–tomorrow–ers. Trailblazers. Musicians. Actors. Builders. Seekers. How–does–it–work?–ers. SCHEDULE A TOUR What's Happening @thelangschool WHAT LANG PARENTS SAY… “Lang is a life saver. They recognize our child’s strengths and build on them. They recognize his areas of challenge and help him work on those.They’ve created a safe space that he looks forward to going to every day. It is better than we ever hoped for. It has changed all of our lives.” LOWER SCHOOL GRADES K–5 A tailored multi-disciplinary plan is created to target each child’s unique needs in a classroom context, where extensive enrichment and acceleration options complement our robustly differentiated curriculum for grades K through 7. We employ evidence-based practices — OTMP/OST, Self-Regulated Strategy Development (SRSD), Zones of Regulation, Collaborative & Proactive Solutions (CPS), daily report cards & more, as needed — to develop self-awareness and self-regulated learning. LEARN MORE MIDDLE & UPPER SCHOOL GRADES 6–12 We prepare 6th to 12th graders for college by incorporating their unique needs and passions into each school day, offering early opportunities for the development of individual talents, which keeps motivation at the heart of each school day. Our integrated interventions include OTMP/OST (to develop executive functions), SRSD, Dialectical Behavioral Therapy (DBT), CPS & more, as needed. In BASIS classes, students receive academic acceleration or support 1:1 from content-area specialists. LEARN MORE Social-Emotional Learning (SEL) & Academic Supports To promote the development of domain-specific skills and to focus on the social-emotional challenges particular to twice-exceptionality, our social emotional learning (SEL) and academic support specialists meet with students individually and in groups throughout the day — pushing into or leading classes for 1:1 in vivo support and didactic learning, as well as pulling out individual students, pairs, and small groups, including during lunch and recess. Our flexible menu of integrated and 1:1 empirically validated interventions are delivered by school psychologists, speech-language pathologists, occupational therapists, Orton-Gillingham certified learning specialists, executive functioing coaches, and gifted/special education-trained content area specialists in order to develop our students’ skills both in and beyond the classroom. Twice-exceptional students often display a tendency toward perfectionism but, with the right mix of SEL and academic supports, our students are able to develop more balanced expectations of themselves and to stay motivated about learning and school. READ MORE

< Back Jim Stewart Director for School Technology & Teacher UNIVERSITY OF NEW MEXICO - BA IN ENGLISH PACE UNIVERSITY - MA IN TEACHING WITH A MATH SPECIALIZATION I've been teaching since 1994, interrupted by intervals working in technology. I've taught ELA, math, and technology in public schools, private schools, and to adults. I began working for Lang in 2013 as a part-time programming teacher and have expanded my role over time. Though I'm now the Director of Technology, I still teach programming, as well as formal logic, argument, and engineering. When not teaching I also write fiction, non-fiction, and poetry. jim.stewart@thelangschool.org ​

Math (2/3) Second Grade, Third Grade Lower School Grade(s) Division Second and third grade math skills which include numbers & operations, algebra & algebraic thinking, measurement & data, and geometry. Numbers to 1,000, addition, subtraction, length, weight, multiplication, division, mental calculation, money, fractions, time, capacity, graphing, shapes, numbers to 10,000, tables, measurement, geometry, area, perimeter, division with remainders, multi-step word problems. < Back

Guidance Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Middle School and Upper School Guidance Rotation. We work on skills such as executive functions, anti-bullying, communication skills, goal setting, and conflict resolution. < Back

Physics II: Waves & Modern Physics Tenth Grade, Eleventh Grade Middle School, Upper School Grade(s) Division < Back

< Back Peter Flom Board Member Peter Flom is a board member and former chair. When he was 5 years old, he was asked not to return to preschool and a psychologist told his parents he had “minimal brain dysfuntction” and “would never go to college”. With Elizabeth Friedus, his mom started the Gateway School for him. Peter got his BA at age 20 and later got a PhD in psychometrics. He has retired from a career as a statistician. Peter is the father of two adult sons. He is the author of Screwed Up Somehow but not Stupid: Life with a Learning Disability and the owner of www.IAmLearningDisabled.com .

< Back Bradley Klustner Middle School History Teacher and Soundview Co- Advisor GETTYSBURG COLLEGE - BA IN HISTORY TOURO UNIVERSITY - MS I am thrilled to be part of a community that is passionate about educational equity and rigor for twice-exceptional students. I teach middle school history and run the after school World War II club. Prior to teaching at Lang, I spent 4 years at Success Academy Charter Schools as a 5th grade history teacher and grade team lead. I received my MS in Education and Special Education from Touro University, and a BA in History from Gettysburg College. I grew up outside of Seattle, WA. Outside of teaching history, my interests include coaching youth football, hiking, reading, playing basketball, and rooting for the Seattle Seahawks. bradley.klustner@thelangschool.org ​

< Back Mark Silberberg Director of Admissions & Strategic Initiatives UNIVERSITY OF PENNSYLVANIA - BA HARVARD UNIVERSITY - M.ED I am thrilled to serve The Lang School's vibrant learning community as Director for Admissions & Strategic Initiatives; I am inspired each day by its students, families and colleagues alike. Prior to coming to The Lang School, I made the Little Red School House & Elisabeth Irwin High School (LREI) my home for almost 20 years where I served as the Director of Learning & Innovation and as Middle School principal. A lifelong learner, I began my formal adult life in schools as a teacher of physics, chemistry, English and an experiential business simulation class in the public schools where I also worked as a school administrator and technology coordinator. For the ten years prior to my work at LREI, I was a co-founder and co-director of a progressive K-12 public charter school where I currently still serve as a board member. When not immersed in admissions efforts at The Lang School, I enjoy spending time with my family and completing sundry home repair/tinkering projects. I am an avid soccer player and skier and wish I had more time to play the guitar and bass. mark.silberberg@thelangschool.org ​

Teachers/Specialists At the present moment, we do not have any openings. However, we are always interested in connecting with potential faculty who are drawn to our mission. We are happy to receive your resume and cover letter to keep on file and perhaps to begin an initial conversation. The Lang School seeks creative, passionate, and dedicated teachers/specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subject and clinical support areas. We offer our highly promising learners in grades K-12 a rigorous, learner-centered, empirically validated education with integrated supports that foster independence and self-advocacy. Successful candidates: have an authentic connection with our school's mission and our student population of twice exceptional learners have experience working in gifted and/or special needs learning spaces and have deep knowledge in and passion for their area(s) of specialty. are grounded in an understanding of progressive, inquiry-based education. have the experience of or a desire to teach in a setting that honors the competence, independence, and promise of children so that strengths can be amplified and challenges resolved are creative designers of learning experience who leverage student interests, real-world problems, and professional tools/experts to design for purposeful experience that drives student learning. are committed to social justice and equity through action, reflection and growth and to an examination of the intersection of their identities and the identities of their students and colleagues to support the creation of equitable learning spaces. are tenacious and possess a “whatever it takes” attitude to support student learning that derives from adaptability, flexibility, an ability to improvise and unwavering kindness and patience. are excellent communicators who actively listen and ask probing questions with/of all members of the community and know how to be candid and empathic at the same time. are community and collaboration focused and know the importance of leveraging divergent viewpoints for the improvement of our collective work and the building of positive relationships. hold their colleagues and students accountable, and are receptive and humble when held accountable. are comfortable with ambiguity and not always having or knowing the answers, but are an intellectually curious growth-focused lifelong learner who picks up new ideas quickly The Lang School (thelangschool.org) is a progressive independent school located in Lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. These twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based supports & a robust Talent Development Program. Our mission is to create a safe and engaging learning environment for students with an emphasis on creative thinking and assets-based approaches. Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives. To Apply: We will follow up with promising candidates who align with potential openings. At Lang, we appreciate that people's professional paths aren't necessarily linear and that they can be punctuated by purposeful gaps. Compensation: Salaries are competitive and based on experience and training (salary range $70,000 - $100,000). The Lang School offers a competitive benefits package, including employer-paid health insurance, dental/vision insurance options, 401k matching options, and ample professional development opportunities. ​ Apply Here The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

Government & Sociology Twelfth Grade Upper School Grade(s) Division Participation in Government & Sociology Participation in Government (Semester 1) Course Description: The Participation in Government course intends to empower students with the various skills and knowledge needed to actively participate in the American democratic process by providing an understanding of government structures and civic responsibilities. Students will examine the history of the American government, its evolution, and the contemporary issues faced within our current period. Essential Questions: 1. How can informed and active citizen participation impact our democracy? 2. What are government roles, responsibilities, and limitations at various levels? 3. How can students translate civic knowledge into effective civic action? Key Topics: 1. Civic Duties: voting, jury duty, taxes, participating in govt., etc. 2. Governments: democracy, oligarchy, monarchy, totalitarian, etc. 3. The U.S. Constitution: Origins, principles, and amendments. 4. Branches of Government: Role and functions of the three branches. 5. State and Local Government: Understanding non-federal governments 6. Civic Engagement: Voting, activism, and the power of the individual citizen. 7. Rights and Responsibilities: Civil rights, civil liberties, and obligations as citizens. 8. Contemporary Issues: Current events, policies, and progressive movements. Learning Outcomes and Objectives: The Participation in Government course intends to prepare students to be active contributors within a democratic society. Promoting skills so students can stay informed, engaged, and responsible citizens are key aspects of the Participation in Government course. 1. Students will understand the structures and functions of the American government at the federal, state, and local levels. 2. Students will develop critical thinking skills through analyzing policies, decisions, and current events. 3. Students will engage individually and within groups in thoughtful debates about current issues. 4. Students will understand the roles of the American citizen - this course seeks for students to exercise their rights and responsibilities. Areas for Social-Emotional Learning & Executive Functioning Growth: 1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies. 2. Effective Communication and teamwork: Learned through collaboration and class discussions. 3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects. 4. Decision-Making: Examining historical strategies will foster effective decision-making skills. Sociology (Semester 2) Course Description: Sociology is about people – how they act, interact, and react with one another. Through this course, students will better understand the complexities of human societies. This senior-level class intends to better prepare students for life in a university setting. This course is to help students understand their place in the groups to which they belong and the function, influence, and interaction within institutions, neighborhoods, and societies. Sociology investigates human society, social relations, organization, and change. This course encourages critical analysis and fosters a deeper understanding of the social world by examining various principles, theories, and methods of sociology. Students will use surveys, case studies, experiments, and interviews to help them gain a better understanding of the people who make up the planet. Essential Questions: 1. How do societal structures, norms, and institutions shape human behavior and interactions? 2. What are social inequality and injustice's root causes and consequences? 3. How can sociological insights inform our approach to addressing real-world social issues? Key Topics: 1. Introduction to Sociology: Concepts, theories, and research methods. 2. Institutions: Family, education, religion, the media, etc. 3. Socialization and Identity: How individuals develop within society - how a society develops people. 4. Social Structures and ROles: Class, race, gender, etc. 5. Deviance and Social Control: Crime, conformity, and the criminal justice. 6. Social Change: Technology, globalization, and social movements. 7. Applied Sociology: Using Sociology theories and methods in society. Learning Outcomes and Objectives: The main objective of the Sociology course is to equip students with the essential tools to analyze and understand the complex web of human societies. By encouraging social-emotional growth and the development of critical thinking and executive functioning skills, this course will empower students to apply sociological insights to create positive change in the world. 1. Students will analyze and interpret social phenomena and perspectives. 2. Students will develop critical thinking skills by analyzing policies, decisions, and current events. 3. Students will develop critical thinking and research skills through sociological inquiry. 4. Students will discuss complex social issues and controversies. 5. Students will apply sociological knowledge to real-world problems and advocacy efforts. Areas for Social-Emotional Learning & Executive Functioning Growth: 1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies. 2. Effective Communication and teamwork: Learned through collaboration and class discussions. 3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects. 4. Decision-Making: Examining historical strategies will foster effective decision-making skills. < Back

Drama (K/1) Kindergarten, First Grade Lower School Grade(s) Division This class offers an introduction to the world of performance/ performing arts, for Lower School students, and is geared towards creative theatrical play. Beginner theater games and exercises, with an emphasis on imagination and collaboration, are key areas of attention. Introduction to voice projection and gestural, physical language. Overarching goal and learning/growth is for students to begin to understand and appreciate life skills concepts such as collaboration self- confidence, supporting the ensemble and cooperation. Fundamentals of the rules and aims of theater games and exercises are introduced, with an emphasis on acceptance/agreement and ensemble spirit. All of these skills, and more, are engaged with on a weekly basis. Throughout the year, students continually work on active participation and peer support. Summative assessment based on engagement and success, especially with preparations/rehearsals and performance in two showcases during the academic year (Winter and Spring). < Back