Employment Opportunities

Employment Opportunities


Current Openings

Guest Teachers

St. Anne's School seeks inspiring, engaging, and encouraging on-campus substitute teachers to help serve the academic needs of our students in all grades (Twos through Eighth Grade) for the 2021-22 school year. Substitute teachers will be responsible for the direct supervision and instruction of students in the case of a teacher or instructional assistant absence and may serve in any other duties as assigned by division head including recess supervision, helping with lunches in classrooms, and assisting with carpool pick-up and drop-off. Guest Teachers are expected to comply with all building procedures, expectations, and schedules including, but not limited to, wearing necessary personal protective equipment (PPE) and maintaining social distancing. The ideal candidate will have leadership experience and hold an undergraduate degree in education or related field. 

Long-Term Language Arts Substitute

St. Anne's School of Annapolis, an AIMS accredited, co-educational school, is seeking a Long-term Substitute Middle School Language Arts Teacher for the 2021-22 academic year. This position includes teaching and planning Middle School language arts classes (Fifth through Eighth Grades),  planning with lead classroom teachers, and supporting individual students within the classroom when needed. ​

Qualified candidates will possess a Bachelor’s Degree, preferably in a related field, and have experience as an elementary or middle school teacher. The candidate must be willing to embrace the St. Anne’s School mission and educational philosophy and work closely and collaboratively with colleagues and administrators to ensure each child’s success.

Auxiliary Programs Teacher

Auxiliary Programs Teacher Position Description

The Auxiliary Programs Teacher is a member of the classroom teaching team. The Auxiliary Programs Teacher supervises, instructs, and guides the children in a Reggio-inspired, project-based classroom. With the support of the Director of Auxiliary Programs, the Auxiliary Programs Teacher establishes a safe and caring classroom community in which each child’s strengths, opinions, actions, and thoughts are valued. The Auxiliary Programs Teacher uses appropriate language and tone and utilizes the principles of Responsive Classroom in all interactions with the children.  The Auxiliary Programs Teacher promotes the School’s mission and conducts him/herself in a professional manner in all interactions with children, families, and staff. An ideal candidate has a 90-hour Early Childhood certification and/or is seeking an education degree or possesses an education degree. However, the School seeks any candidates interested in working with and gaining vital experiences with children.

Auxiliary Programs Teacher Duties and Responsibilities

  • Works under the general supervision of the Director of Auxiliary Programs
  • Participates in Arrival and Dismissal duties daily.
  • Supervises all children, always maintaining proper staff/child ratios.
  • Maintains the cleanliness, organization, and safety of the classroom (sweeps, wipes tables, washes art materials and dishes, returns used materials to proper places, etc.)
  • Records snack on monthly snack calendar
  • Chooses and prepares snack; returns unused snack to snack cabinet in pantry.
  • Changes diapers and/or assists with toileting as necessary.
  • Communicates with parents regarding daily happenings.
  • Attends and participates in new staff orientation help by the Director.
  • Acquires and maintains CPR/First Aid certification.
  • Submits requests for leave to Director of Before/After Care in advance of scheduled absences.

Auxiliary Programs Teacher Expectations

  • Acts in accordance with the School’s mission and philosophy
  • Arrives for work in a timely manner.
  • Is fully present during working hours, refraining from working on the computer, talking on the phone, or texting while responsible for the direct supervision of children.
  • Maintains the confidentiality of students and families.


All interested candidates should submit a brief cover letter in the body of the email and attach a resume via email to Jessica Kuhn, Director of Auxiliary Programs, jkuhn@st.annesschool.org.

Middle School Learning Specialist

The Middle School Learning Specialist is a member of the Center for Learning, reporting to the Director of the Center for Learning. The Middle School Learning Specialist works closely with the Director of the Center for Learning and the Head of the Middle School and supports all Middle School faculty.

Qualified candidates must have strong knowledge and experience regarding current research on different learning needs and styles to best support middle school-aged students. The Middle School Learning Specialist serves as a leader regarding authentic approaches to learning and advocates on behalf of students and student learning. 

The Middle School Learning Specialist must be proactive and enjoy working within a fast-paced environment that is mission-driven, results and solutions oriented, and nurture the strong sense of community at St. Anne’s School of Annapolis. The ideal candidate will have the ability to exercise good judgment in a variety of situations, possess strong written and verbal communication skills, be detailed oriented, have strong administrative and organizational skills, and have the ability to maintain a realistic balance among multiple priorities. The Middle School Learning Specialist will have the ability to work independently on projects, from conception to completion, and must be able to work under pressure at times to handle a wide variety of activities and confidential matters with discretion.

Duties and Responsibilities:

  • Work in partnership with the Director of the Center for Learning and the Head of the Middle School to ensure students and faculty are supported in a high quality and timely manner
  • Work collaboratively with faculty to identify students in need of academic support
  • Support students identified with learning differences in either one-on-one or in a small group setting
  • Work with parents and faculty to ensure a strong partnership, exhibit empathy, and demonstrate the School’s core values to best support students receiving services in the Center for Learning
  • Provide direct instruction to students to develop and enhance study and executive functioning skills
  • Analyze testing results and evaluations and summarize findings for faculty
  • Conduct informal screenings, assessments, and classroom observations
  • Compose, revise, and update Learning Strategy Plans regularly and as needed
  • Remain current and abreast of educational research about students with learning differences and instructional practices
  • Lead regular student support meetings with Faculty and Administration
  • Collaborate with and offer support to faculty on behalf of students with learning differences
  • Oversee implementation of classroom accommodations or enrichment activities for students who use the Center for Learning
  • Coordinate and execute, as appropriate, school-wide professional development in the areas of learning differences and learning support for teachers and staff
  • Coordinate standardized testing and participates in admissions screenings
  • Assist teachers in differentiating instruction for a variety of learning styles
  • Develop solid knowledge of the curriculum maps, scope and sequence, and all other grade-level curriculum in each content area taught so as to better to support students and assist classroom teachers
  • Communicate information to parents about student performance
  • Vet and manage speech-language pathologists who come to St. Anne’s School of Annapolis to see their clients
  • Perform divisional responsibilities expected of faculty (for example, writing report card comments, supervising students outside of class times, attending faculty meetings, etc.)
  • Supports the social, emotional, and academic needs of students
  • Provide individualized and small group counseling on an as-needed basis when presenting concerns/needs
  • Advise students, parents, and other teachers to fully develop a picture of a student’s strengths and learning needs


Ideal candidates must have:

  • A minimum of a Bachelor’s degree in Reading, Special Education, Education, or Psychology; a Master’s degree is preferred
  • Minimum five years of experience in a related field
  • Familiarity with current research, strategies and programs in reading, writing, math, and, in general, for students with learning differences
  • Trained in the Orton-Gillingham approach
  • Strong knowledge base in the area of learning differences, especially Dyslexia, Dysgraphia and Dyscalculia, as well as an extensive knowledge base regarding ADHD
  • Experience in assessment and test interpretation; familiarity with standardized and informal assessments commonly used when identifying students with reading, writing, math, and processing challenges
  • Excellent verbal and written communication skills
  • Strong team player who thinks strategically, inspires and motivates others, has a growth mindset, and naturally takes initiative
  • A joyful and positive disposition; recognizes the potential of every individual child


About St. Anne's School of Annapolis

St. Anne’s School is a two-year-old through Eighth Grade, co-educational, private Episcopal school located in scenic Annapolis, Maryland. Annapolis is a lively, historic seaport city within close proximity to Washington, D.C. and Baltimore.

Our school is distinguished as a leader in progressive, inquiry-based academic education, rooted in an intentional social-emotional learning program. Our program typically draws energetic and flexible lifelong learners who are reflective about their teaching practices and find great value in collaborating and growing as teachers, mentors, and leaders. We are celebrated for our dynamic sense of community, our ability to be responsive and nimble as education itself transforms in this century, and for our commitment to cutting-edge practices in teaching and learning.

Approach and Methodologies

The strength of the school’s challenging academic program is based in our intentional social-emotional learning program, recognizing as central to our work key understandings about child development and brain development. We employ the tenets of the Responsive Classroom and Developmental Designs holistically. Our core curricular approach is based on central-subject studies, the project approach and Reggio-inspired approach to learning, a balanced literacy/humanities workshop approach, robust foreign language instruction, and a rigorous, conceptual mathematics program. We are committed to vibrant arts, lab based science and engineering, thoughtful use of technology, and the relevance of mindful physical, nature-based, and outdoor education. We enjoy a strong commitment to service learning. As an Episcopal school, we promote and explore inclusive perspectives and embrace a commitment to anti-bias curriculum and diversity education in our teaching and learning practices.

St. Anne's School of Annapolis does not discriminate on the basis of race, color, religion, age, gender, sexual orientation, physical disability, or national origin in admissions, employment or educational policies. We value diversity and embrace the fundamental Episcopal belief in the dignity of each human being. We are committed to helping our school community understand and appreciate human differences and similarities.