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.

Middle School Science Teacher

The Science classroom will be one where:

  • Learning is through a phenomenon and inquiry-based approach
  • Planning, teaching and learning is rooted in NGSS science and engineering practices
  • Students develop a strong understanding of scientific content, process and vocabulary
  • 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-aligned
  • 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 is a part of every lesson and students are able to justify their responses
  • There is a high level of student engagement leading to student empowerment
  • 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, limited direct instruction, labs or hands-on investigations, and manipulatives
  • Students’ prior knowledge is tapped regularly for them to make meaningful connections and discover real-world applications
  • Ability to relate to students and help them grow socially, emotionally and academically 
  • Patience, understand and adaptability when working with students 

Teacher Expectations

  • Engaging in curricular and pedagogical professional development opportunities on and off campus
  • Participating actively in the life of MJDS through attendance at school events, committee meetings, and extracurricular activities.
  • Contributing and embracing new ideas and thoughtful reflections at team meetings, faculty meetings and parent meetings
  • Partnering with families in student goal setting and providing suggestions and support to enhance their child’s learning
  • Communicating regularly with families through blogs, newsletters, phone calls, emails, etc.
  • Establishing professional goals each year based upon the schoolwide goals of MJDS
  • Monitoring student progress through ongoing formative and summative assessments
  • Collaborating with colleagues in designing, implementing and assessing best practices in teaching and learning
  • Listening to and acting upon ideas from peers, students, families and the community
  • Networking with other professionals outside of the school 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
  • Fostering the concept of “Service Learning” by consistently asking the question, “What can we do?”

Qualifications:

  • Teacher certification and classroom experience preferred

To apply, send cover letter and resume to Head of School, Aaron Lippman.

Third Grade Lead Teacher

The third grade teacher 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?”

Qualifications:

  • Education degree or relevant experience required

To apply, send cover letter and resume to Head of School, Aaron Lippman.

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, age, disability, or reprisal or retaliation for prior civil rights activity in the administration of the school’s educational policies, admissions policies, employment policies, financial aid programs or other school-administered programs.