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We always welcome hearing from people who want to work with us.
If you are interested in teaching at Red Pine, please reach out using our form. We would love to see if there’s a way to work with you.
Below is a sample job description for our school year program.
For Reference
Thinking about applying for a job at Red Pine Learning Community in the future? Here is a recent job posting for our Assistant Group Leader position. It may give you a sense of what we look for when hiring educators.
Red Pine Learning Community (RPLC) seeks a part-time Assistant Group Leader for a group of up to 10 students in our outdoors-first education program.
RPLC is a secular program that supports lower elementary students in homeschool and virtual school through supplemental out-of-school time enrichment. RPLC students are between the ages of 5 and 9 years. RPLC takes layered public health protections to support vulnerable members of our community. Programs are held primarily in outdoor classrooms.
The Assistant Group Leader will work with the Group Leader/Site Coordinator to design and deliver the enrichment programs. RPLC encourages the incorporation of a wide range of pedagogies, such as forest school models, the Montessori method, and/or social emotional learning.
Each staff member’s voice and experience will be significant in our collaborative team, which includes the RPLC Co-founders, Group Leader/Site Coordinator, and Assistant Group Leaders. Responsibilities are wide-ranging, from teaching to family engagement to program operations.
Duties
- Teaching: Deliver enrichment activities to encourage ecological awareness, social emotional learning, and body awareness/movement for 5-9 year olds; Maintain awareness of the natural world and weather conditions while organizing and delivering activities; Participate in reviewing materials for anti-racist, anti-ableist, and inclusive content; Contribute to data and observations of student learning and growth.
- Family Engagement: Engage with the Group Leader in preparing regular communications for families; Support an inclusive admissions process.
- Program Operations: Follow the program calendar and schedule; Participate in assessing environmental conditions to adjust daily and weekly classroom plans as needed; Engage with students on principles of community care; Participate in ongoing evaluation of the program.
Skills
A person who will be successful in this role is:
- Collaborative: Values a team environment, where everyone contributes.
- Flexible: Creative, resourceful, and able to adjust to unanticipated changes.
- Nature-loving: Ready to teach outdoors and familiar with the “leave no trace” principles.
- Committed to equity and care: Works to build an inclusive community and supports community well-being through masking, testing, assisting students with masking, and, in inclement weather, monitoring indoor air quality.
- Growth-oriented: Eager to stretch beyond your current experience and develop new skills and expertise.
Experience: Required
- High school diploma
- 3 months supervised work experience in a childcare setting for school-age children
Experience: Preferred
- 6 months experience as an assistant leader or assistant teacher
- Coursework towards a Bachelor’s Degree in Education or related field
- Experience in a nature-based educational program, forest school, or Montessori school
Salary & Hours
This position is approximately 18 hours/week. Salary starts at $21/hour. Red Pine Learning Community offers sick leave and support for professional development.
Physical Requirements
A typical day involves moving around outdoors, leading children on trails up to 2 miles per day, and lifting materials up to 30 pounds. The role requires the ability to wear an N95/KN95/KF94 mask consistent with Red Pine Learning Community policies, and the ability to interact with and supervise students safely.
Apply
Send your resume and a brief description of your interest in the position to (info) + (@) + (redpinelearning.org). Red Pine Learning Community does not discriminate on the basis of race, color, national or ethnic origin, creed, religion, sex or gender, disability, age, marital status, sexual orientation, status with regard to public assistance, or in any other way based on personal identity markers that do not relate to the capacity of an individual person to carry out the responsibilities of a role.