Job Opportunities

The Milwaukee Jewish Day School (MJDS) is a private school located in the North Shore of Milwaukee, Wisconsin. The school serves students in grades K3-8.

At MJDS, our outstanding teachers guide students on an interdisciplinary, student-owned learning journey where a culture of innovation and Jewish values in action are pillars of our school. We are seeking intelligent, motivated, passionate, innovative and engaging teachers who will meet the needs of all students by effectively collaborating with the staff and partnering with the students’ families.

All staff members at MJDS believe:
In encouraging curiosity and awareness of the world around us
Each person is an individual with unique gifts who will be loved, respected and valued every day
Growth requires risk and FAILure
In seeking to understand before being understood
In assuming the best of all people
In always being solutions oriented
Everyone has the ability to heal injustice
Learning should be collaborative, student-owned and move each student from engagement to empowerment

Why Milwaukee:
Our community is an ideal place to live for so many reasons. Our cost of living is 13% lower than the national average, located on the gorgeous shores of Lake Michigan. We are home to three major institutions of higher ed – Marquette, UW-Milwaukee and MSOE along with several smaller local colleges. Madison and Chicago are each only 90 minutes away, and culture abounds in every MKE neighborhood. The Milwaukee Art Museum, Betty Brinn Children’s Museum, the Milwaukee Public Museum, Summerfest, dozens of local music and comedy venues, major pro sports, incredible golf, an incredibly diverse population and oh so many delicious restaurants and breweries for the foodie in you.

In-House Substitute

Email resume to Head of School Aaron Lippman at and Dean of Students Jori Broidy at

The in-house substitute will be able to facilitate a classroom environment where:

  • All students have voice and choice and are empowered to explore ideas, ask questions and make mistakes
  • Lessons will be developed around specific concept/skills that are standards-based
  • Differentiated instruction is implemented through flexible grouping, individualizing lessons, enrichment, using tiered assignments and varying question levels
  • Instructional activities are learner-centered and emphasize inquiry/problem-solving 
  • Scaffolding is used to make connections to concepts, procedures and understanding
  • Probing questions are a part of every lesson and students are able to justify their responses
  • There is a high level of student engagement
  • Higher-order thinking is the norm in the classroom
  • An inquiry-based model of instruction is the basis of instruction, including a combination of cooperative learning, direct instruction, labs or hands-on investigations, and manipulatives
  • Students’ prior knowledge is tapped regularly in order for them to make meaningful connections and discover real-world applications
  • Literacy activities are integrated into the courses, including content-based reading strategies and academic vocabulary development

Teacher Expectations

  • Contributing and embracing new ideas and thoughtful reflections at team meetings, faculty meetings and parent meetings
  • Partnering with parents in student goal setting and providing suggestions and support to enhance their child’s learning
  • Collaborating with colleagues in designing, implementing and assessing best practices in teaching and learning
  • Embracing opportunities for the integration of all of the content area
  • Listening to and acting upon ideas from peers, students, families and the community
  • Establishing and maintaining effective working relationships with diverse groups
  • Demonstrating sensitivity toward each student’s academic, social and emotional gifts and challenges
  • Believing that discipline means “to teach” and implementing practices that support a caring community and restorative justice practices
  • Valuing and implementing cross grade level learning opportunities throughout the year
  • Collaborating with the secular and Jewish Studies staff to plan interdisciplinary learning tasks, based upon Jewish themes
  • Fostering the concept of “Service Learning” by consistently asking the question, “What can we do?”


  • Teaching experience preferred

Repairing Together Educator/Program Coordinator

Repairing Together is non-profit organization aimed at bringing children from different backgrounds together. Started in 2016, the project partners with four local schools, Bruce Guadalupe School, Indian Community School, Milwaukee College Prep School, and Milwaukee Jewish Day School (MJDS), to share and celebrate the cultural, racial and social differences in our local communities. During the summer of 2018, MJDS saw the value of bringing the whole project in-house and expanded the program to include its younger grades. Since last year Dr. Martin Luther King Jr. Elementary School joined the project.

Repairing Together’s vision is about changing attitudes through inclusivity so that we can see our young people move into high school and beyond with a solid framework for empathetic leadership in today’s world. We develop intensive programs that teach lessons in empathy, shared understanding and repairing our community together. Through these programs, students are given the opportunity to create friendships for life with peers from different cultures and communities.

The Milwaukee Jewish Day School (MJDS) is a private school in Whitefish Bay, Wisconsin, a suburb 20 minutes north of downtown Milwaukee. The school serves students in grades K4-8. MJDS fosters a future-focused learning environment, where students are challenged and nurtured each and every day.

The candidate:
We are looking for an intelligent, enthusiastic, motivated, curious and organized individual who has a highly developed cultural sensitivity and is experienced working with multicultural populations. The right candidate will contribute to the vision and continuous development of the program including creation of a spiraling curriculum; helping to develop, plan and implement all programs amongst our partner schools; and coordinating all logistical components for the programs.

Responsibilities will include 

  • Monitoring updates for participating teachers, visiting partner schools and communicating regularly with our community partners who help facilitate our programs
  • Coordinating timelines and schedules with our partner schools for programming and visits
  • Working with the Repairing Together Director, Advisory Board and participating teachers to write a K-8 curriculum
  • Supporting student voice and choice, as well as student planning, reflection and action
  • Monitoring student growth and progress through ongoing assessments and evaluations
  • Collaborating with colleagues in designing, implementing and evaluating best practices in programming for optimum impact
  • Embracing opportunities for the integration of Repairing Together goals into schools’ curriculum
  • Listening to and acting upon ideas from peers, students and the community
  • Networking with other professionals outside of the school community
  • Building new community partnerships for programming
  • Establishing and maintaining effective working relationships with diverse groups
  • Training and mentoring unpaid adult volunteers to assist with programs


  • A Bachelor’s degree or higher in education or related field.
  • Teaching or youth group experience preferred, preferably with students from diverse settings and/or in an urban setting.
  • Experience or interest in the areas of diversity, social justice or other related areas. 
  • Knowledge of issues relating to historically underrepresented and marginalized communities. 
  • Excellent written, verbal, interpersonal and organizational skills, along with the ability to work effectively with diverse groups of people. 
  • Experience with workshop facilitation and with student- and group facilitation preferred
  • Ability to complete administrative tasks and assignments in a timely and professional manner. 
  • A strong work ethic
  • A sense of humility 
  • A sense of wonder
  • A positive and optimistic attitude that is exhibited at all times
  • Being proactive
  • A life long learner

We offer
Flexible work hours. This is a part-time position with the potential to grow into a full-time position. 

Please send your cover letter and resume to Elsie Crawford. 

Milwaukee Jewish Day School does not discriminate on the basis of race, color, any gender, gender identity, gender expression, sexual orientation, national/ethnic origin or ancestry in the administration of the school’s educational policies, admissions policies, employment policies, financial aid programs or other school-administered programs.