< Back Pam Clarke Board Member Pam is a new Board member at The Lang school after a long career of teaching and administering at several independent schools. Her first teaching job was at Rosemary Hall, then in Greenwich CT, and later she did an eighteen-year stint teaching at Groton School in Massachusetts. She has been Head of several schools over the years, some in the New York area: The Masters School from 1990-2000 and later Trevor Day School from 2005-2014. Currently she is a consultant specializing in governance, leadership and enrollment.

Math Teacher (Grades 6-8) 2026-2027 School Year The Lang School seeks a creative, passionate, and dedicated teacher to support our twice-exceptional (2e) students — gifted students with learning differences — in Math. 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, Math Education (6-8) Teacher trained and experienced in working with gifted and/or special needs students to join our team on a full-time basis. Qualifications & Skills: NY State Teaching Certification in Math Experience working with gifted and twice-exceptional learners. 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 developing and differentiating high level Math curriculum for diverse learners 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 Key Responsibilities: Develop and implement a dynamic, inquiry-based curriculum for Math. Differentiate lessons to accommodate diverse learning needs, including giftedness and learning disabilities. Use multimedia, and experiential learning to engage students in 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 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 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 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 — 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.

ELA (4/5) Fourth Grade, Fifth Grade Lower School Grade(s) Division Idlewild ELA integrates reading, writing, and word study in one course. We study authentic literature in many genres, such as poetry, stories, biography, informational nonfiction, and others. In addition to reading and discussing literature, we practice close reading and analysis, producing paragraphs and well-organized response essays. For each unit, we read 2-3 texts of a particular genre and produce a written work related to each text. Along the way, we study vocabulary, conventions, and grammar in context. Students are supported with graphic organizers and other tools to assist in planning and organizing writing. Key Learning Goals include: being able to read and discuss a variety of age-appropriate literature, supporting ideas with text evidence, and producing original essays, stories, and poems. < Back

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

Molecular Biology Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division Fall: The fall semester of Molecular Biology began with the review of topics including: eukaryotic and prokaryotic cells, and organelles, classical genetics, the structure of DNA, cell cycle, DNA replication, RNA transcription and translation, the operon, cell transformation, and the start of restriction endonuclease enzymes. Spring: The spring semester of Molecular Biology began with the following topics including: electrophoresis, molecular cloning, PCR, bioinformatics, tyrosine kinase and cancer, and immunology. Fall: Eukaryotic and Prokaryotic Cells, Organelles, Classical Genetics, Structure of DNA, Cell Cycle, DNA Replication, RNA Transcription and Translation, Operon, Cell Transformation, and Restriction Endonuclease Enzymes. Spring: Electrophoresis, Molecular Cloning, PCR, Bioinformatics, Tyrosine Kinase and Cancer, and Immunology. < Back

Geometry Eighth Grade, Ninth Grade, Tenth Grade Middle School, Upper School Grade(s) Division Core Connections Geometry is the second course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to formalize and extend the geometry that students have learned in previous courses. It does this by focusing on establishing triangle congruence criteria using rigid motions and formal constructions and building a formal understanding of similarity based on dilations and proportional reasoning. It also helps students develop the concepts of formal proof, explore the properties of two- and three-dimensional objects, work within the rectangular coordinate system to verify geometric relationships and prove basic theorems about circles. Students also use the language of set theory to compute and interpret probabilities for compound events. On a daily basis, students in Core Connections Geometry use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Students learn in collaboration with others while sharing information, expertise, and ideas. The course is well balanced between procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (extension and transference). The lessons in the course meet all of the content standards, including the “plus” standards, of Appendix A of the Common Core State Standards for Mathematics. The course embeds the CCSS Standards for Mathematical Practice as an integral part of the lessons in the course. Key concepts addressed in this course are: Geometric transformations (reflection, rotation, translation, dilation) and symmetry. Relationships between figures (such as similarity and congruence) in terms of rigid motions and similarity transformations. Properties of plane figures. Proofs of geometric theorems (investigating patterns to make conjectures, and formally proving them). Using coordinates to prove geometric theorems. Modeling with geometry. Measurements of plane figures (such as area, perimeter, and angle measure). Theorems about circles, including arc lengths and areas of sectors. Measurements of three-dimensional solids (such as volume and surface area). Tools for analyzing and measuring right triangles, general triangles, and complex shapes (such as the Pythagorean Theorem, trigonometric ratios, and the Laws of Sines and Cosines). Geometric constructions (with compass and straightedge). Using algebra to formulate and solve equations arising from geometric situations. Probability (independence and conditional probability, compound events, expected value, and permutations and combinations). < Back

Creative Lab (K/1) Kindergarten, First Grade Lower School Grade(s) Division In this hands-on workshop, students immerse themselves in the tactile beauty of analog materials like wood and ceramics. They unleash their artistic potential as they learn to craft intricate wooden sculptures and mold exquisite ceramics. Students gain the skills to transform raw materials into remarkable art while fostering their imaginative spirit, exploring the interplay between form and function, and creating unique, tangible expressions of their creativity. Course Goals: By the end of this course, students develop a strong foundation in working with analog materials like wood and ceramics, enabling them to design and create their own artistic pieces that merge craftsmanship with creativity. < Back

Science (K/1) Kindergarten, First Grade Lower School Grade(s) Division Course Description: The Kindergarten and First Grade Science course is designed to foster curiosity and develop a foundational understanding of scientific concepts in young learners. Through hands-on exploration, observation, and inquiry-based activities, students will develop scientific thinking skills and engage in age-appropriate investigations across various scientific domains. Course Objectives: 1. Life Science: Students will explore the characteristics of living things, including plants and animals. They will learn about basic needs, life cycles, and the interdependence of living organisms. 2. Physical Science: Students will investigate the properties of matter, such as color, shape, and texture. They will explore concepts of light and sound, forces and motion, and simple machines. 3. Earth and Space Science: Students will develop an understanding of the Earth's features, including landforms, weather patterns, and the water cycle. They will also explore the solar system and the patterns of day and night. 4. Scientific Inquiry: Students will develop skills in asking questions, making observations, and conducting simple investigations. They will learn to record and communicate their findings using age-appropriate methods. Teaching Methods: The course will utilize a variety of teaching methods to engage students and promote active learning. Teachers will incorporate hands-on experiments, demonstrations, nature walks, and interactive discussions to make science concepts tangible and accessible. Students will be encouraged to ask questions, make predictions, and draw conclusions based on their observations. Assessment: Assessment will be ongoing and varied, including observations, informal assessments, and projects. Students may be assessed through their participation in experiments, completion of science journals, and oral presentations. These assessments will provide feedback to students and parents on progress and areas for growth. Teachers will use assessment data to inform instruction and tailor learning experiences to meet the needs of all students. < Back

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

Perspectives in Literature Eighth Grade, Ninth Grade, Tenth Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Perspectives in Literature is an upper school English Language Arts course that examines the essential question: How does one’s identity influence one’s experience and perspectives? 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

Applied Logic Seventh Grade, Eighth Grade Middle School Grade(s) Division This course aims to equip students with the fundamental concepts of logic and algorithmic thinking, laying the foundation for their understanding of computer programming. Through engaging hands-on activities and interactive projects, students will learn how to break down problems into smaller, more manageable steps, design solutions using algorithms, and apply their knowledge to create their own computer programs. Course Objectives: Upon successful completion of this course, students will be able to: - Define and apply basic logical concepts, including truth tables, propositional logic, and Boolean operators. - Understand the concept of an algorithm and its role in computer programming. - Develop algorithms to solve simple computational problems. - Apply algorithmic thinking skills to design and implement computer programs using a block-based programming language or text-based language like Python. - Demonstrate problem-solving skills, critical thinking, and creativity in approaching and solving computational problems. < Back

American History II Eleventh Grade Upper School Grade(s) Division American History II Course Description: This course will serve as a college-level survey of the history of the United States from its First Nations beginnings, European Colonialism, Slavery, Revolutionary War, the expansion within the continental United States, the Imperialistic views of the world, the World Wars, Cold War, and onward to modern history. This course comprehensively explores the United States' rich and complex past, focusing on its transformation from colonial roots to a modern, diverse nation. Students will analyze pivotal events, social movements, and the evolving political landscape, fostering a deep understanding of the American story. Students will Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course will examine American History through the lens of one or more themes in each unit: American and National Identity; Work, Exchange, and Technology; Geography and the Environment; Migration and Settlement; Politics and Power; America in the World; American and Regional Culture; and Social Structures. We will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout the United States and World history. This course will empower students to become more informed and critically engage with their nation's past and present. The course will also encourage social-emotional growth and the development of essential executive functioning skills necessary for success in a diverse and evolving society. Essential Questions: 1. How has American identity changed, and what forces shaped it? 2. How has internal and external conflict shaped and developed the United States? 3. How have the ideals of liberty, equality, and justice been interpreted and redefined throughout American history? Key Topics: 1. Colonial America: African culture, Native origins, Early settlements, Native and European interactions, and independence. 2. The American Revolution: Causes, leaders, and the impact on global politics. 3. Westward Expansion: Manifest Destiny, conflicts with indigenous peoples, and the Oregon Trail. 4. Civil War and Reconstruction: Slavery, the Civil War, and the challenges of rebuilding. 5. Progressive Era: Social reform, women's suffrage, and the rise of industrial America. 6. World Wars and Their Aftermath: America's role in global conflicts and post-war changes. 7. Civil Rights Movement: Struggles for equality and the legacy of activists like Martin Luther King Jr. 8. Contemporary America: The Cold War, globalization, and challenges facing today's nation. Learning Outcomes and Objectives: Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to study U.S. history. Develop knowledge of historical content through the application of thematic learning objectives. Explore and interpret a variety of primary sources and secondary texts related to US History. 1. Analyze and interpret historical events, primary sources, and cultural artifacts. 2. Explain the significance of key historical figures, movements, and periods. 3. Recognize the impact of globalization on contemporary society. 4. Develop strong research, critical thinking, and communication skills. 5. Formulate connections between past and present, fostering a global perspective. 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: The examination of historical strategies will foster effective decision-making skills. < Back