Lead Grade School Teacher

Alternative schools, Waldorf schools, Outdoor schools

Position

Lead Grade School Teacher

Organization:

Cedar Grove School

Location:

Prince Edward County, Ontario

**Grade School Lead Teacher

Multi-Age - Cedar Grove School**

Cedar Grove School is a small, nature-based, non-profit K–5 school (growing toward Grade 8) located on an organic farm and forest. Our Waldorf-inspired program is rooted in relationship, rhythm, and meaningful engagement with the land - where the natural environment is integral to learning, not separate from it.

As we continue to grow, we are refining a collaborative, multi-age teaching model designed to be sustainable for educators and engaging for students. This work builds directly on our experience over the past three years - strengthening what has worked well and bringing greater clarity and structure to our program.

We are seeking a

Grade School Lead Teacher

to join us for the 2026/27 school year.

This role is ideal for an educator who wants to contribute to a thoughtful, evolving program – within a supported structure and team, not in isolation.

Our Learning Approach Our Program Aims To Integrates

• A shared academic framework (particularly in literacy and math) to reduce individual planning load
• Nature- and land-based learning embedded into daily and seasonal rhythms
• Project-based learning connected to the farm, forest, and community
• Opportunities for flexible and part-time student participation, designed through specific program offerings (e.g., outdoor education days and enrichment blocks)
• A collaborative teaching model, with shared responsibility across staff
• A developing pedagogy informed by Waldorf-inspired principles - applied with flexibility, practicality, and responsiveness to our context

Program Rhythm and Structure Cedar Grove is working toward a clear and sustainable weekly rhythm that supports both student learning and educator wellbeing.

Our Current Model Includes

• Dedicated time for core academic learning (literacy, math, and thematic work)
• Regular opportunities for small-group instruction and skill development
• Specialist-led and experiential learning (French, music, arts/handwork, and movement)
• Ongoing integration of outdoor and land-based learning throughout the week
• Elements of the weekly rhythm support part-time participation through Friday program days or offerings, designed to integrate smoothly with the core program.

We anticipate maintaining a consistent daily flow that balances focused morning learning with more experiential and collaborative work later in the day.

This structure continues to be refined as part of our program development.

The Lead

Teacher will work within a shared rhythm while contributing to its thoughtful evolution over time.

Program Development (2026–27)

Cedar Grove is in a focused phase of program clarification and strengthening.

This Includes

• Finalizing core curriculum choices (particularly in math and literacy)
• Establishing consistent weekly rhythms and planning structures
• Refining our multi-age teaching model

The Lead Teacher will contribute to this work through reflection and collaboration - within a shared and increasingly defined framework, rather than building a program independently.

The Role

• Lead a small multi-age grade school group
• Deliver core lessons using shared curriculum structures
• Work closely with the Lead Kindergarten Teacher, Assistant Teacher, and School Administrator
• Integrate outdoor and land-based experiences into regular learning
• Participate in collaborative planning and ongoing pedagogical development
• Support project-based learning connected to seasonal and land-based themes
• Foster a classroom culture of responsibility, care, and contribution

What This Role Is

• A collaborative teaching position with shared responsibility across a small team
• A role within a structured but evolving program, grounded in lived experience
• Supported by shared curriculum, rhythms, and leadership guidance
• Designed to be sustainable, with reduced expectation of creating curriculum from scratch
• A balance of clarity, collaboration, and professional voice

We’re Looking For Someone Who

• Thrives in a collaborative, team-based environment
• Is comfortable working within a clear but evolving structure
• Can balance consistency and flexibility in their teaching
• Is willing to work within and help re