We're Hiring a Part-Time Educator & Guide 🧑🏫
Jun 13, 2025
At Wilderland Academy, we’re reimagining what school can be. Rooted in nature, driven by curiosity, and grounded in deep respect for each child’s uniqueness, our learning environment invites students to explore the world with wonder, agency, and purpose. We’re looking for a lead educator who shares our vision—someone who can guide meaningful, student-led learning experiences across both forest trails and classroom spaces, who sees neurodivergent brilliance as a strength, and who brings creativity, attunement, and adaptability to their teaching. Below, you’ll find the qualities, experience, and mindset we believe make for an extraordinary guide in our community.
Qualifications and Qualities for Part-Time Lead Educator
Philosophical Alignment:
Deep alignment with Wilderland Academy’s educational philosophy: a belief in the natural curiosity and capability of children to lead their own learning when provided freedom, structure, and meaningful purpose.
Commitment to fostering student agency, emotional resilience, creativity, and a sense of responsibility toward both the natural world and the broader community.
Willingness to continually reflect on and evolve one’s practices in support of student-centered, experience-rich learning.
Educational Background:
Bachelor’s degree required, a plus if it’s in education, environmental studies, psychology, child development, or interdisciplinary fields that bridge human and ecological systems.
Familiarity with a range of progressive educational models (e.g., Reggio Emilia, Forest School, Montessori, Acton/Apogee, Sudbury, project-based learning), with the flexibility to draw from multiple approaches as needed to support student growth.
Experience:
Minimum two years teaching or mentoring experience in early childhood or elementary settings, ideally in alternative or experiential learning environments.
Demonstrated ability to design and lead nature-based educational experiences—outdoor learning days, ecological projects, play-based exploration, or seasonal studies that connect students to place and planet.
Experience supporting neurodivergent students, including those with ADHD, autism, sensory sensitivities, or social-emotional differences. Skilled in guiding students through dysregulation or conflict using attunement, connection, co-regulation, and safety cues rather than behaviorist methods.
Experience facilitating self-directed learning and multi-age group exploration, including open-ended projects, inquiry-based discussions, and interdisciplinary themes.
Core Skills and Dispositions:
Relational Attunement: Builds strong, respectful relationships with children; sensitive to developmental readiness, sensory needs, and emotional states.
Adaptive Leadership: Confident guiding a learning environment without relying on rigid scripts or textbooks; able to follow student interest while setting meaningful challenges.
Communication: Excellent communicator with parents, students, and colleagues; models respectful dialogue and values feedback as a growth tool.
Organization and Initiative: Able to maintain clear rhythms and expectations while leaving space for flexibility and emergent learning.
Creative Problem-Solving: Navigates group dynamics, behavior challenges, and outdoor unpredictability with resourcefulness and composure.
Love of Nature: Deep relationship with the natural world and passion for sharing that reverence through hands-on, immersive, and seasonal experiences.
Physical Vitality: Comfortable leading hikes, outdoor games, building projects, and nature exploration in all types of weather and terrain.
Neurodiversity-Affirming: Committed to creating environments where neurodivergent learners feel seen, safe, and empowered to thrive.
Technology & Modern Tools:
Comfort with digital tools and learning platforms, including AI-assisted research and content creation. Able to support older students in leveraging technology for meaningful learning, without defaulting to passive screen use.
Thoughtful about when and how to incorporate tech to deepen critical thinking, creativity, or collaboration, especially in upper elementary or middle years.
Preferred Additions:
Experience in startup or non-traditional school environments.
Familiarity with observation-based assessment and reflective documentation of learning.
Skill in storytelling student growth through photos, journals, or portfolios that honor student voice and process.
Cultural Fit:
Willingness to invest deeply in the mission, values, and culture of Wilderland Academy.
Collaborative, curious, and growth-oriented; finds energy in working closely with a passionate and innovative team.
Holds a loyal and constructive posture toward school-wide decisions and changes, recognizing the bigger picture and long-term mission.