Improv Eighth Grade, Ninth Grade, Tenth Grade Middle School, Upper School Grade(s) Division Students create original short scenes/sketches through improvisation. This class focuses on working within a framework of classic theater/performance improv games and exercises. Students learn to work within an ensemble. Collaboration, cooperation and acting fundamentals are key. Improv "rules" are taught and engaged with on a weekly basis. Improv/theatrical fundamentals (and some advanced learning- character creation/motivation etc). Students learn to cooperate and support each other. Live production/performance skills (voice, physicality, rehearsal protocols, theatrical terminology) and more are developed and strengthened. All work feeds the showcase productions in Winter and Summer. Student generated sketches, from brainstorming ideas/ scenarios, to editing and rehearsal, culminating in a live performance for the school wide community. (Source materials include classic text by Viola Spolin, "Theater Games for the Classroom") < Back

Algebra I Seventh Grade, Eighth Grade, Ninth Grade Middle School, Upper School Grade(s) Division < Back

Athletics allows students to build skills, explore passions, and challenge themselves in meaningful ways to grow physically, socially, and emotionally. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS Athletics Welcome to the 2026-2027 Athletics Season: Upcoming Games: Practice Schedule: Recap from the 2025-2026 School Year: This year marked an exciting milestone in The Lang School’s history: the launch of our very first basketball and volleyball teams. For the first time ever, Lang students took the court in competitive play in both middle school and upper school matchups. These inaugural games were more than just competitions—they were celebrations of student growth, confidence, and community. At Lang, we believe that supporting students’ strengths and interests is essential to their overall development. Athletics, like academics and the arts, provide powerful opportunities for students to build skills, explore passions, and challenge themselves in meaningful ways. Our nascent basketball program reflects this commitment by giving students a structured, supportive environment to grow physically, socially, and emotionally. Throughout these games, our players demonstrated remarkable teamwork, compassion, perseverance, and school spirit. They supported one another on and off the court, rose to challenges, and represented Lang with pride and determination. The energy in the gym—shared by students, staff, and families alike—was a powerful reminder of what can happen when students are encouraged to pursue their interests and take risks in a supportive setting. We are deeply grateful to our coaches, Brad and Hannah, whose leadership, encouragement, and dedication made this experience possible. Middle School Basketball Players : Kai, Will, Leo, Max, Ari, Jack Upper School Basketball Players : Milind, August, Max, Ari, Conrad The launch of our club basketball, volleyball, and ping pong teams is just the beginning and we hope to develop the team so that we can join one of the leagues with our peer schools. As we continue to listen to student interests and invest in opportunities that nurture their strengths, we look forward to expanding our athletic offerings and building a robust, inclusive competitive sports program at The Lang School—one that grows alongside our students and supports their development as confident, capable individuals. 1/5

Chemistry II Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division The fall semester in Chemistry II began with laboratory safety, which the students investigated through short videos, and guided questions. The students then explored chemistry safety through a project on one of the world’s worst chemical disasters, and presented their findings to the class. Chemistry II continued with a review of the periodic table, Lewis structures, polar covalent bonds, nonpolar covalent bonds, ionic bonds, metallic bonds, and intermolecular forces to prepare them for the upcoming topic on moles and calculating moles in various chemical processes. The last topic covered for the semester was the unit on solutions that involved the various types of solutions, their calculations through molarity, and analyzing graphs on solubility curves. The spring semester in Chemistry II began with the introduction to the gas laws, which the students investigated through short videos, and guided questions. The students then explored the gas laws in depth starting with Boyle’s Law, leading to Charles's Law, and finishing with Gay Lussac’s Law. The students then formulated the combined gas law equation from the former individual gas laws and solved various gas problems through manipulation of the combined gas law equation. Students then compared the combined gas law equation to the ideal gas law equation to identify the differences in how ideal gases behave from real gases. Chemistry II continued with the study of various topics including solids, energy and states of matter, and nuclear chemistry. Key Objectives: Fall: Review of: Periodic Table, Lewis Structures, Polar and Nonpolar Covalent Bonds, Ionic Bonds, Metallic Bonds, Intermolecular Forces, and Moles Spring: Introduction to the Gas Laws, Boyle's Law, Charles's Law, Gay Lussac's Law, Combined Gas Law, Ideal Gas Law, Solid Compounds, Energy and States of Matter, and Nuclear Chemistry Students will work on executive functioning skills of planning, organization and time management through projects, and presentations. Teacher will work with students 1:1, along with supplying rubrics, and checklists. < Back

Woodshop Intensive Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division In this hands-on exploration, students delve into the art of woodworking, mastering essential techniques using a variety of tools, from saws and drills to the mesmerizing lathe. Through guided projects, students hone their precision, problem-solving skills, and attention to detail, fostering a foundation for quality craftsmanship. Throughout the course, they develop an appreciation for safety, materials, and tools while learning to express their unique creativity through woodworking. < Back

From Myth to Modern Times Sixth Grade, Seventh Grade Middle School Grade(s) Division From Myth to Modern Times is a middle school English Language Arts course that examines the essential question: How do stories from different times and places continue to resonate today? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols. < Back

PENNY Progressive Educators Netwo rk New York invites you to . . . Progressive Education NYC: Looking Back and Thinking Forward SATURDAY, MAY 11, 10AM-3PM at CITY-AS-SCHOOL Join us on Saturday, May 11, to explore the purpose and promise of progressive education. Details This event, on Saturday, May 11th from 10am-3pm, builds on our April event, "Honoring Deborah Meier’s 50 years of Impact on NYC," and is titled "Evolving and Emerging." It is organized as a series of conveenings and practitioner-led conversations regarding the current challenges of our progressive practice in NYC. This session will be hosted at City-As-School, 16 Clarkson St. Lunch will be provided. ————————————— PENNY, Progressive Education Network New York, connects public, independent, charter, and teacher education schools and individuals of the greater metropolitan area to advance progressive pedagogy and promote equity, access, and social justice. Through collaboration, advocacy and action, our driving purpose is to strengthen and broaden the impact of progressive education in the face of increasing challenges to full access to quality inclusive schooling. With the increasing visibility of racial injustice, the rise of high-stakes standardized testing, and the ever-increasing gap between wealthy and poor communities, the democratic principles of progressive education have never felt more important and critical to families and students today. Community, voice, play, choice, observation, learning by doing – these beliefs within the context of our world and society are some of the principles the original progressive thinkers espoused. With this network, we hope to build a shared understanding of these principles and what they look like in practice in our classrooms today.

< Back Maya Sicherer Upper School Occupational Therapist RUTGERS UNIVERSITY SCHOOL OF ENVIRONMENTAL AND BIOLOGICAL SCIENCES - BS IN EXERCISE SCIENCE BOSTON UNIVERSITY SARGENT COLLEGE OF HEALTH AND REHABILITATION SCIENCES - DOCTORATE IN OCCUPATIONAL THERAPY (OTD) I am excited to continue working with the students and families of the Lang School as the Upper School Occupational Therapist. Before coming to The Lang School, I have worked as an occupational therapist in both the school system and in outpatient settings in North Jersey. I have been involved in the disability field for over 10 years with additional experience outside of occupational therapy in support coordination, adaptive athletics, and day habilitation. I completed my doctorate in occupational therapy at Boston University, where I wrote my thesis on health education for LGBTQIA+ autistic individuals. Since becoming an occupational therapist, I have pursued a wide variety of continuing education focused on interoception, sensory processing, executive functioning, and fine/gross motor skill development. I am passionate about providing neuro affirming, strengths based, and holistic care. In my work as an occupational therapist, I focus on building off of students' intrinsic motivation and interests to develop skills that promote meaningful participation across all contexts. As a neurodivergent person myself, I am passionate about working with students to not just provide strategies, but to also better understand their nervous systems and the way their brains work. This way, students are able to understand the “why” behind the strategies and make informed choices about what works best for them. In my free time, I enjoy spending time with my dog (Zoey), hiking, crafting, listening to music, and doing puzzles/playing games. maya.sicherer@thelangschool.org

Occupational Therapist 2025 - 2026 School Year The Lang School seeks creative, passionate, and dedicated teachers and specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subjects, and clinical support areas. We offer our highly promising learners in grades 1-12 a rigorous, learner-centered, empirically validated education with integrated supports that foster independence and self-advocacy. We are looking for a reflective OT to work collaboratively with our School Education Teams, as well as with students, parents, and external providers. Candidates Preferred Qualifications & Skills Currently certified and registered with National Board for Certification in Occupational Therapy (NBCOT) Currently licensed and in good standing with the New York State Office of Professions Current American Red Cross CPR/AED Certification. Experience working with neurodiverse learners. Demonstrated alignment with our mission and core Social Emotional Learning & Executive Functioning programs — (Experience with CPS, PBIS, CBT, DBT, OST/OTMP is recommended but not required). Strong knowledge of psychological assessments, executive functioning challenges, and interventions for gifted and learning-disabled students Experience reading and interpreting Neuropsychological Evaluations and IEPs Proficiency with classroom technologies, online learning platforms, and Google Suite Must be legally authorized to work in the United States and does Key Responsibilities Monitor, guide, and/or supervise students in taking sensory, movement, and mindfulness breaks outside the classroom (but not in the sensory gym). Collaborate with the school Support/Therapy Team, and school faculty in working with and providing OT services 1:1 and in small groups to school-aged students grades 1-12 in a variety of school settings. Conduct regular observations and collect/interpret data to identify the current developmental and cognitive needs of students and track growth and progress over time. Collaborate with teachers, special educators, and administrators to develop and implement accommodations, IEPs, and 504 Plans. Support faculty and students through push-in supports and coaching to implement best practices for neurodivergent learners, including strategies for Twice-Exceptional students. Proactively identify and work to resolve academic, social-emotional, and behavioral challenges through collaboration with faculty, specialists, and school leadership, with the ability to take the lead on developing and implementing various intervention plans.. Facilitate student-centered problem-solving meetings and support classroom interventions, including restorative behavior approaches, positive behavioral supports, and social-emotional learning. Support the Admissions process by conducting 1:1 student meetings or observations and providing detailed feedback to the Admissions Team. Lead or co-lead weekly groups that support executive functioning, emotional regulation, and social skills development. Offer parent education, guidance, and collaboration to help families navigate student learning needs and connect with outside services for evaluations or support. Maintain detailed, confidential records of student progress, OT sessions, curricular adjustments, and interventions. Stay current with research on neurodivergence, OT best practices, and evidence-based practices for supporting 2e learners. Contribute to and lead occasional faculty professional development. Participate fully in school and grade-level meetings, professional development opportunities, and additional committees or tasks as requested by leadership. Qualifications & Skills Authentic connection with our school's mission and our student population of twice-exceptional learners Experience working in gifted and special needs learning spaces, and have deep knowledge in and passion for their area(s) of specialty Grounded in an understanding of progressive, inquiry-based education Experience with or a desire to teach, counsel, mentor, in a setting that honors the competence, independence, and promise of children so that strengths can be amplified and skills in progress are supported with transferable strategies and tools Creative designer of learning experiences who leverage student interests, real-world problems, and professional tools to create a purposeful experience that drives student learning Familiarity with neurodivergent learning profiles (e.g., ADHD, dyslexia, autism, anxiety). Excellent collaboration and communication skills. The Lang School (thelangschool.org) is a progressive independent school located in lower Manhattan serving grades 1-12. Our 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 support and 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. 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 arrive at their current career through a variety of paths. Compensation: Salaries are competitive and based on experience and training. (Salary range $60,000 - $90,000) The Lang School offers a competitive benefits package, including employer-paid health insurance, 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.

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

< Back Matthew Gross Upper School Math Teacher UNIVERSITY OF MARYLAND, COLLEGE PARK - BA IN MATHEMATICS TEACHERS COLLEGE - MA IN MATH EDUCATION I have taught math in New York City schools since 2010 and Lang has been my home since 2014. I believe that mathematical knowledge is built through active problem-solving rather than passive transfer between teachers and students. I feel lucky to work in a dynamic environment, supported by staff and administration that believe the same things that I do. Outside of teaching, I enjoy riding bicycles, solving crossword puzzles, cooking, and exploring New York City. matthew.gross@thelangschool.org

Computer Science 2 Eleventh Grade, Twelfth Grade Upper School Grade(s) Division < Back