General Inquiry: Teachers/Specialists We are always interested in connecting with potential faculty who are drawn to our mission. Even if we don't have an open position that aligns with your skills and interests, 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 1-12 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 1-12. 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.

Explore 2e resources: NAGC on twice-exceptional students, definitions, needs, and successful traits. Discover insights on supporting and understanding 2e learners. WELCOME APPLICATION PROCESS CHAT FAQs 2e RESOURCES 2e Resources National Association for Gifted Children (NAGC): Twice-Exceptional Students Twice-exceptional Students: Who Are They and What Do They Need? An Operational Definition of Twice-exceptional Learners: Implications and Applications Kids Do Well If They Can Gifted Kids Turn 50: Most Successful Followed Heart, Not Just Head

Since 2009, NYC’s Lang School offers grades 1-12 education for twice-exceptional learners, blending rigorous academics with individualized support for their unique needs. ABOUT US HEAD OF SCHOOL'S MESSAGE OUR MISSION DIVERSITY, EQUITY & BELONGING BLOG: LANGLEARNS OUR BOARD STRATEGIC PLAN OUR TEAM CREATE A Brief History of The Lang School The Lang School, located in New York City, was founded in 2009. Our school was established with a vision to provide an educational environment that specifically catered to the needs of twice-exceptional (2e) children—gifted students with learning differences. The Lang School was the first elementary school of its kind in the United States. Over the years, our school has grown into a 1st-12th grade program and has continued to shape its programs and practices to fulfill its mission of empowering our unique and exceptional learners. Though the school formally opened in 2009 in lower Manhattan, for several years prior, an informal home-school program developed in consultation with experts in the field designed to build upon children’s precocious abilities and strengthen skills that were getting in their way seeded what would eventually become The Lang School. Recognizing the unique challenges faced by 2e learners and the lack of suitable educational options available, the Lang School was created to address these students’ specific needs. The school was named in honor of the founder’s high school teacher, Cyril Lang, who insisted on teaching his tenth graders Aristotle and instilled in his students a passion for education and advocacy. In its early years, The Lang School operated as a small, independent institution, initially set up to serve a group of sixteen students. The school's philosophy engendered a design that provided a rigorous and child-centered education that integrated supports for 2e learners. The curriculum was designed to be empirically validated, meaning that instructional methods and interventions were based on research and evidence-based practices. As The Lang School gained recognition for its unique approach to educating 2e children, the demand for its programs grew. Originally located at 56 Reade Street, the school opened with two classes, K–2nd and 3rd–5th, each with eight students. The space was also shared with a group that ran after school and weekend programs for 2e learners. The school quickly outgrew this space and moved to 11 Broadway. This new location provided sufficient space for up to 40 students and included a lobby/reception area, gym and Lab/Maker Space with several nooks and break out spaces. There were six classrooms all off of a common hallway and several offices for administration and specialists. During the 2020-2021 school year, the school moved to its current location at 26 Broadway. In the spring of 2023, the school acquired an additional 2000 square feet of contiguous space to support the growth of the upper school program. Contemporaneous with these moves, the school also continued to refine its curriculum and instructional practices to align with its mission and meet the evolving needs of its students. Throughout its history, The Lang School has continually sought to ensure that its offerings are aligned with its mission and philosophy. This commitment has led to the development of unique programs and practices that distinguish the school from others in the education landscape, such as: close collaboration between school psychologists, speech and language pathologists, occupational therapists, learning specialists and classroom teachers; Independent studies for students in the Middle and Upper Schools; End-of-year Round Table presentations in which students share and defend their work; and structures such as Case Conferences that strive to ensure a child-centered and individualized approach to teaching and learning, with an emphasis on nurturing purpose, passion, and talent. As The Lang School has grown, it has also cultivated a strong sense of community among its major constituents, including students, teachers, parents/guardians, leadership, and trustees. The collaborative and inclusive culture of the school has played a crucial role in supporting the mission and creating an environment where all members feel respected, valued, and supported. The Lang School has grown from a small basement school serving two students to a thriving educational community that serves the unique needs of many 2e children. Through its commitment to its mission, the school has continuously adapted and evolved its programs, practices, and culture to provide a rigorous, supportive, and empowering educational experience for its students. About Us LOWER SCHOOL GRADES 1–5 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. 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.

Special Education Teacher (Lower School) 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 confident, Special Education (1-5) Teacher trained and experienced in working with gifted and/or special needs students to join our team on a full-time basis. Qualifications & Skills Master’s degree in Special Education or a related field preferred. Certification in Special Education or relevant subject area. Experience working with gifted and twice-exceptional learners. Strong knowledge of individualized education plans (IEPs) and 504 Plans. Familiarity with neurodivergent learning profiles (e.g., ADHD, dyslexia, autism, anxiety). Excellent collaboration and communication skills. Commitment to student-centered and strengths-based teaching practices. Preferred Experience Experience in progressive, inquiry-based, or project-based education. Training in social-emotional learning and executive functioning strategies. Background in integrating technology into differentiated instruction. 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 skills in progress are supported with transferable strategies and tools are creative designers of project-based learning experiences who leverage student interests, real-world problems, and professional tools to create a purposeful experience that drives student learning are tenacious and possess a “whatever it takes” attitude to support student learning that derives from adaptability, flexibility, 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 Responsibilities Lead stand-alone classes as the primary educator across various content areas for students in Lower School grades (1-5). Work collaboratively and Co-teach across various content areas for students in Lower School grades (1-5). Design cohesive units of study along with aligned assessments, as well as daily lesson plans that provide access to the content and skills being taught Develop and implement differentiated instruction strategies to meet diverse learning needs. Modify and adapt curriculum to support both advanced and remedial needs across a variety of content areas Use evidence-based interventions to support executive functioning, social-emotional learning, and self-advocacy. Collaborate with general education teachers to ensure appropriate accommodations and modifications. Communicate regularly with families and caregivers about student progress and goals. Maintain accurate records of student progress, IEPs, and support plans. Participate in professional development to stay current with best practices for twice-exceptional education. Maintain detailed records of curricular success/challenges/adjustments and of student progress and other noticings Consistently provide students with feedback and opportunities to improve utilizing research-based supports, designed in alignment with individual student needs Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (school psychologists, reading and writing specialists, Occupational Therapists, Speech and Language Pathologists, college counselor, and school leadership) Work cross collaboratively to ensure literacy skills are aligned across content areas Build and maintain strong, trusting relationships with students, colleagues, and parents Integrate classroom supports for Tier I intervention including but not limited to restorative approaches to behavior, positive behavioral supports, social emotional learning Demonstrate a commitment to diversity, equity, inclusion and belonging both professionally and when creating culturally responsive curriculum Participate in all school and division meetings, and in opportunities for professional development Write progress reports (narrative and numerical) for students, and participate in twice-yearly parent/family-teacher conferences Successfully lead Advisory for students and implement Advisory lessons in collaboration with your grade-level colleagues Demonstrate a willingness to support with additional administrative and schoolwide support tasks or committees as requested by leadership The Lang School (thelangschool.org) is a progressive independent school located in Lower Manhattan serving grades 1-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or 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 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 — 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, 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.

< Back Jim Stewart Technology Coordinator & Computer Science 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. While I coordinate our schoolwide technology use, I also 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

Explore Lang with our tours and open houses: grades 1-5 on Tuesdays, grades 6-12 on Thursdays. Join virtual events to hear from staff and parents. Check for updates! WELCOME APPLICATION PROCESS CHAT FAQs 2e RESOURCES Book a Tour Tours for Kindergarten through Fifth Grade take place on Tuesday mornings. Tours for Sixth through Twelfth Grade take place on Thursday mornings. Tours provide an opportunity for parents to see the school in action and to hear from faculty and students. These tours are adult/parent focused. The second phase of our admissions process for students who we think might be a good fit for the school is a school visit. We find that this is the best way for students to get a sense of life and learning at Lang. To register for a tour, click on a date below to see availability and then click the tour on the right to begin the registration process. REGISTER FOR AN OPEN HOUSE

UPPER & LOWER SCHOOLS Practices To promote the development of domain-specific skills, our SEL and academic support specialists meet individually with students — and push into or lead classes (1:1 support or group-led learning, including during lunch and recess) — in order to focus on the social-emotional and cognitive challenges particular to learning differences, giftedness, and twice-exceptionality. Our flexible menu of integrated and 1:1 empirically validated interventions — doctoral-level school psychologists, speech language pathologists, occupational therapists, Orton-Gillingham certified learning specialists, and gifted / special education-trained content area specialists — promote the development of our students' skills both in and beyond the classroom. Twice-exceptional students often display a statistical tendency toward perfectionism, but with the right mix of SEL and academic supports, our students are able to stay motivated about learning and school. Our integrated and 1:1 empirically validated intervention options in learning therapy, speech, OT, school psychology, guidance counseling, and target academic strengths and challenges, as well as social-emotional learning (SEL), and they evolve, shift, and fade as your child develops self-regulated learning and increased independence. Values CIVILITY SELF-REFLECTION GROWTH MINDSET COMMUNITY Practices ZONES OF REGULATION DIALECTICAL BEHAVIOR THERAPY DAILY REVIEW EXECUTIVE FUNCTIONS TRAINING POSITIVE BEHAVIORAL SUPPORTS COLLABORATIVE & PROACTIVE SOLUTIONS SELF-REGULATED STRATEGY DEVELOPMENT ORTON GILLINGHAM Supports & Practitioners SCHOOL PSYCHOLOGISTS SPEECH THERAPISTS LEARNING SPECIALISTS OCCUPATIONAL THERAPISTS ASSISTIVE TECHNOLOGY IN-SCHOOL TUTORING SENSORY & MOVEMENT BREAKS WHAT IT ALL MEANS Key Supports & Practices Defined POSITIVE BEHAVIORAL SUPPORTS (PBS) Lang's values coalesce into two primary frameworks for shaping student thinking and behavior: PBS and CPS (see below). All teachers are trained in both frameworks, so everything students do all day long at Lang are steeped in these growth mindset-oriented values. As an instructional and classroom management approach, PBS assumes that children respond more productively and in a more lasting manner to positive reinforcement than to punishment. Practices in the PBS toolkit include targeted praise, planned ignoring, clear routines, teacher proximity, and silent signals between teacher and student. COLLABORATIVE & PROACTIVE SOLUTIONS (CPS) CPS is a treatment model and process created by Ross Greene, M.D. to help adults and children articulate and discuss together their concerns about an ongoing challenge, brainstorm potential solutions to this challenge, and agree on an initial approach to solving the "unsolved problem." The CPS framework helps adults see that "children do well when they can," and that challenging behavior has its roots in "lagging skills" rather than, for example, in the desire to seek negative attention. CPS is based on the premise that challenging behavior occurs when the expectations being placed on a child exceed the child’s capacity to respond adaptively. For children, the CPS process gives children a voice and a say in how their challenges are understood and addressed, and it models for them a constructive way to resolve conflict. BIG G BIG G ("What was good about your class [or your day] today?") is a Lang-specific program for monitoring and self-monitoring student thinking and behavior. In the Lower School and for students benefitting from this support in The Upper School, Daily Report Cards (DRCs) set forth collaboratively created, concrete goals for students the achievement of which is assessed at the end of each period; students get "reward time" at the end of the school day and parents may also provide salient rewards at home for their child's accomplishments. In most of The Upper School, our Daily Review system asks students to self-reflect on their day with staff support at the end of each school day. It promotes increased awareness of the connection between thoughts and behaviors. The program’s development was informed by Martin Seligman’s book, Positive Psychology. ZONES OF REGULATION (LOWER SCHOOL) The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously identifying their emotions and regulating their actions, which in turn leads to increased self-regulation and problem-solving skills. DBT STEPS–A (UPPER SCHOOL) DBT Skills In Schools: Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS–A) is a social-emotional learning (SEL) curriculum implemented in our middle and high schools through a weekly "Foundations" class taught by our doctoral level psychologists; these skills are reinforced for Upper School students through 1:1 school counseling sessions. DBT is designed to teach adolescents effective emotion regulation, decision making, and problem-solving skills. ORGANIZATION, TIME MANAGEMENT, AND PLANNING (OTMP) OTMP is an empirically based training program for students struggling with executive functions in relation to school-based organizational skills across four areas: managing materials, tracking assignments, time management, and long-term planning. Staff members embed elements of OTMP into students’ daily routines and content instruction; tools employed daily are check lists, specialized paper planners, and Google Classroom. SCHOOL COUNSELING Students receive at least 30 minutes of formal school counseling each week with one of our doctoral level school psychologists. This typically is done individually in their assigned school psychologist’s office. However, school counseling can be offered in the classroom with a school psychologist pushing-in to provide individual support within a class setting or recess, or school psychologists may do multiple check-ins daily with certain students. DAILY REPORTS CARDS & DAILY REVIEW What is BIG G? BIG G is a relational, process-focused approach for helping students self-reflect on their individually tailored goals. BIG G sessions happen at the end of each school day for Upper School students who have graduated from the more concrete goals of daily report cards (DRCs). Each session begins with the question, "How good was my day?" A teacher then engages in dialog with the student about what they found satisfying about their day and what might have gotten in their way. Articulating a response to this question helps students become aware of what helps them connect, engage, learn, and be inspired. BIG G is a practice specific to Lang that was influenced by Martin Seligman’s book, Positive Psychology. The BIG G process enables students to understand the specific motivational ingredients unique to their ability to successfully collaborate, learn and create. BIG G COMPONENTS: Connection to peers leads to collaboration. Engagement / Motivation / Grit / Commitment lead to learning. Inspiration leads to creativity. SUPPORTS IN PRACTICE BIG G at work LOWER SCHOOL Teachers consult with each student after each class to review their individualized DRC goals. At the end of the day, homeroom teachers calculate, record, and reward student progress toward those goals. SAMPLE GOALS Student will ask for teacher help appropriately (e.g., raising hand and waiting two minutes, placing red sticky note on desk, etc.). Student will attempt assigned writing task independently for five minutes before asking for 1:1 teacher support. At the end of the day, each class has 15 minutes of technology-free community time . Teachers use this time to discuss and reward individual DRC goal progress, which is shared with parents. Daily Report Card (DRC) Teachers consult with each student after each class or at the end of the school day to review student experiences of success. Teacher and student partner in discussing and fine-tuning process to achieve progress. SAMPLE GOALS Did I have a good class / morning / afternoon / day today? Was I able to push through a difficult moment? How? At the end of the day, each class has 15 minutes of technology-free community time . Teachers use this time for BIG G review discussions with each student, each ending in ideas for next steps. UPPER SCHOOL Daily Review

Music (2/3) Second Grade, Third Grade Lower School Grade(s) Division In Music B, students build new skills as budding musicians and have fun in the process. Students explore the different ways music can make you feel using the Zones of Regulation. Musical instrument families are introduced, and students are given the opportunity for expository play with an instrument of each family. Ear training and music notation concepts are introduced and reinforced each class. Students work on ensemble playing skills and improvisation in varied formats. Students also explore musical composition using various digital tools. < Back

< Back Arielle Braun Speech-Language Pathologist (Lower School) YESHIVA UNIVERSITY - BS TOURO UNIVERSITY - MS I am so excited to serve as a Speech Language Pathologist on the therapy team at The Lang School. I specialize in working with youth and adolescents and have experience working in a wide range of settings, including both special education and general education schools. Prior to working at Lang, I worked in a therapeutic day treatment school with students diagnosed with Emotional Disturbances. I received my undergraduate degree in Speech Language Pathology and Audiology from Yeshiva University, and my Master’s degree in Speech Language Pathology from Touro University. Outside of Lang, I own and operate a private practice where I work with infants through geriatrics. In my spare time, I enjoy attending broadway shows, baking, and visiting my family in Chicago. arielle.braun@thelangschool.org

Library AN EXCEPTIONAL LIBRARY FOR EXCEPTIONAL MINDS LIBRARY HOME ABOUT OUR LIBRARY LIBRARY CATALOG STUDENT RESOURCES TEACHER RESOURCES OTHER RESO URCES Schedule a Library Lesson w/ Sophie  Examp les of cus tomize lessons to support your curriculum:  + Picking " just right" independent reading books. + Find books in the Libib catalog. + Find scholarly articles with databases such as JSTOR, Gale, and Britannica (This works best in two 45 minut e sessions.) + Evaluate web resources. + Access public library resources - books and databases (+ fine free library cards). + Note-taking methods and tips (graphic organizers included) + Cite sources, including using online tools to create and store citations. + Create an annotated bibliography. + Locate and analyze primary source documents. + News/Media literacy workshops, guiding students to evaluate information and read critically. Fill out this form at least TWO WEEKS BEFORE your desired visit. Librarian Lesson Request Free Information Literacy Resources Click above to get free lesson plans and materials for classes on digital citizenship, artificial intelligence, news & media literacy. Free Resources for Research Projects Click below to visit Novel NY - an online virtual library connecting New Yorkers to 21st century information via libraries and library systems statewide. Includes databases, collections, and encyclopedias such as Gale, Britannica, and the NY Times. Click above to get lessons and professional learning resources catered to your subject area, grade level, and specific material needs. There is also an extensive Media L iteracy Toolkit! A helpful document on research questions: Click above to access Project Look Sharp, an Ithaca College initiative that has many free materials. Their lessons help engage students in rigorous and reflective analysis of rich media documents. A graphic organizer to help students question and challenge the text: The game Interland is made up of four mini-games: Reality River, which prepares you to recognize inaccurate and dangerous information, Mindful Mountain, which teaches you to be intentional when sharing information on the internet (personal or otherwise), Tower of Treasure, which focuses on cybersecurity, and Kind Kingdom, which encourages you to put your best foot forward, even in digital space. The below document can be used to help students plan and generate search terms, assess credibility of sources, and then take notes on useful + relevant information. Free Resources for Citations and Annotated Bibliographies Resources + Lessons on Plagiarism: Help students identify plagiarism This site, from Indiana University Bloomington, has some strong examples of how to identify (and AVOID) plagiarism: How to Identify and Avoid Plagiarism . Practice locating citation information This lesson plan, from the Brooklyn Public Library's Brooklyn Connections program, gives students an opportunity to practice finding citation information in a range of source materials: Citing Sources lesson plan. WRITE A BOOK REC! Fill out this form to write book recommendations for our Lang community. Recommendations for staff will be shared in the lounge and recommendations for students will be in the hallway :)

Maternity Leave (Aug 20th - Jan. 15th) Lower School Teacher (Gr 1-2) 2026-2027 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 confident, Lower School (1-5) Teacher trained and experienced in working with gifted and/or special needs students to join our team on a full-time basis. Candidate Preferred Requirements: NY State teaching certification Master's degree with a major in Education Minimum of three years of lead-teaching experience Experience leading Orton Gillingham-based literacy intervention (Wilson Reading, Fundations) Experience working with students with learning differences or gifted education needs Experience reading and interpreting Neuropsychological Evaluations and/or IEPs Proficiency with classroom technologies, online learning platforms, and Google Suite Must be legally authorized to work in the United States and does not require sponsorship for an employment visa to work in the U.S. now or in the future 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 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 Experience teaching gifted and twice-exceptional students. Deep knowledge of historical inquiry, historiography, and research-based instruction. Strong ability to differentiate instruction for a variety of learning needs. Familiarity with neurodivergent learning profiles (e.g., ADHD, dyslexia, autism, anxiety). Excellent collaboration and communication skills. Commitment to student-centered and inquiry-based learning. Key Responsibilities: Develop and implement a dynamic, inquiry-based history curriculum that integrates multiple perspectives and historical thinking skills. Differentiate lessons to accommodate diverse learning needs, including giftedness and learning disabilities. Use primary sources, multimedia, and experiential learning to engage students in historical analysis. Foster students’ critical thinking, research, and writing skills through discussion, debate, and project-based learning. Integrate themes of identity, justice, and ethical decision-making in historical study. Collaborate with special education teachers and other faculty to provide individualized support and accommodations. Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (school psychologists, reading and writing specialists, OT, SLP, college counselor, and school leadership) Work cross collaboratively to ensure literacy skills are aligned across content areas Build and maintain strong, trusting relationships with students, colleagues, and parents Implement classroom Supports for Tier I intervention including but not limited to restorative approaches to behavior, positive behavioral supports, social emotional learning Provide meaningful feedback on student work and consistently communicate progress to families and caregivers. Maintain accurate records of student performance and contribute to IEP and 504 Plan meetings as needed. Stay current with best practices for teaching twice-exceptional students and participate in professional development. Participate wholeheartedly in all school and grade meetings, and in opportunities for professional development Write progress reports (narrative and numerical) for all Upper School ELA students, and participate in twice-yearly parent/family-teacher conferences Advisory responsibilities for seven to eight students in a co-led homeroom class Willingness to support with additional tasks or committees as requested by leadership Preferred Experience: Experience with Facing History and Ourselves curriculum and instructional strategies. Background in progressive, project-based, or discussion-based education (We use PBLworks.com). Training in executive functioning and social-emotional learning strategies. Expertise in integrating technology with teaching and learning. The Lang School (thelangschool.org) is a progressive independent school located in lower Manhattan serving grades 1-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or 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 and a robust Talent Development Program. 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 $20,000-$30,000 for stated time) 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.

Welcome to The Lang School, where, through our admissions process, we nurture twice-exceptional students and collaborate with families to fit our programs to each learner’s unique needs and potential. WELCOME APPLICATION PROCESS CHAT FAQs 2e RESOURCES Welcome to Lang On behalf of our faculty, therapy team, and school leadership, I welcome you to The Lang School. The Lang School is both a home and a waypoint on our students' journeys of self-discovery as learners. In our work with twice exceptional students and their families, we are guided by a deep belief in the potential of all learners and by the principle that our school must always strive to fit itself to the needs of our learners. The beliefs and principles that drive learning at The Lang School also define our admissions process. Through this process you will develop a deeper understanding of Lang's mission, programs, and practices as we learn more about you and your child. This collaborative relationship is an essential and defining characteristic of the Lang learning experience. It is how we create the best learning and developmental environment for each child that meets their specific strengths and needs. As a parent, the journey to find the right learning community for your child is one of singular importance. Our goal in partnering with you through this process is to ensure that you learn everything you can about our school community and about how we cultivate in our students deeper learning, an expanding sense of self and connection with others, and a spirit of purposeful engagement with the wider world. Through ongoing dialog with our admissions team, visits to the school and connecting you with past and present parents who can share their Lang experiences with you, we hope that you will come to understand how at The Lang School "through the nurturing of purpose, passion, and talent, exceptionality is not only recognized, but celebrated." We have designed our admissions process to make clear how we empower and teach our students to begin building a foundation for their futures. To do this, we partner with our families to provide students with the skills and dispositions that will empower them to be their most successful selves academically, socially, and emotionally. Please feel free to contact me for any questions you may have about our school, the admission process , scheduling one of our weekly tours or to request a 1:1 meeting . I look forward to meeting you soon and welcome you to the Lang learning community. Gratefully, Mark Silberberg Director of Admissions, Growth, and Purpose admissions@thelangschool.org 1-917-283-2471 Learn about the admissions process