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When you work at ISB, you join a community of energetic, experienced education professionals who are open-minded and deeply invested in their work.

We want teachers and administrators who reflect our mission: adventurers, advocates, and leaders who care about communicating and who strive to make the world a better place.

ISB supports this relentless commitment to innovation with robust access to professional learning, structured collaboration, and time to prepare.


International School of Brooklyn is dedicated to ensuring that our school’s commitment to an inclusive and just world is reflected in all aspects of our school: in our classrooms, school culture, policies, and practices. ISB’s comprehensive commitment to diversity, equity, and inclusion requires all staff and faculty members to actively and thoughtfully engage in work, training, and reflection around identity, anti-racism, and anti-bias. All staff and faculty members are expected to promote an inclusive and equitable school community. Successful candidates will demonstrate a commitment to anti-bias and anti-racism work and be open to learning about how implicit biases in race, ethnicity, gender identity, and socioeconomic class can shape curricula and pedagogy. Preferred candidates will have experience implementing anti-racist and equitable practices in their teaching and work.


Equal Opportunity Employment and Affirmative Action Policy Statement

International School of Brooklyn is committed to a policy of non-discrimination and equal opportunity for all employees and qualified applicants without regard to sex, gender identity or expression, race, color, religion, age, national origin, disability status, sexual orientation, or marital status. We seek candidates who are committed to upholding our core values of diversity, international mindedness, community, global curriculum, inquiry-based learning, and language immersion. We actively encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, identities, and beliefs. International School of Brooklyn is an Equal Opportunity Employer.

Open positions:

International School of Brooklyn seeks an energetic, hardworking, self-directed full-time Lower School Counselor for the 2023-24 school year and beyond.


Job Description
Reporting to the Lower School Director, the Lower School Counselor provides individual counseling and referral for Pre-K 3 - G5 students as appropriate; and coordinates support with teachers, administrators, parents, and outside professionals. As a critical part of the students’ learning experience, the Lower School Counselor provides a range of direct and indirect services through the identification and intervention of students’ social/emotional needs. The Lower School Counselor will also teach and participate in curriculum development for social- emotional learning in Pre-K 3 - G5 and create education opportunities for families.


Qualification & Skills

The applicant for this position should have:

  • Master’s Degree or higher in psychology, social work, mental health or school
    Minimum 2 years of counseling experience with young children and families
    Substantial experience in classroom management techniques
    Strong behavioral therapy skills, with experience in individual play therapy, group therapy, social skills training, and consultation/collaboration with a multidisciplinary team
    Experience providing psychological support to a diverse and inclusive community, with familiarity in language acquisition learning environments
    Excellent verbal and written communication skills in English
    Commitment to equity, inclusion, and doing the work to support a diverse and
    international community
    Cultural competency and skills for engaging with, and learning from, people of diverse backgrounds and life experiences
    Commitment to sharing clinical knowledge, perspective and working collaboratively
    Excellent attention to detail, professional attitude, good judgment, a high level of integrity, and a strong work ethic
    Ability to work in a fast-paced environment with demonstrated ease in effectively prioritizing multiple competing tasks and demands, as well as follow-through skills to ensure completion of goals and objectives

General Responsibilities

  • Develop and support a comprehensive Lower School counseling program that aims to promote student well-being, provides preventative services and responds to students’ emotional, psychological, academic, and social needs.
    Assume a leadership role in collaborations to support positive mental health and design programs to meet the needs of students, families, and faculty.
    As a member of the Student Support Team, work collaboratively with the Middle School Counselor and other members of faculty, staff, and administration.
    Advance the school’s commitment to inclusion and anti-racism and ensure that every
    student is seen, heard, treated fairly, and protected across their multiple
    identities. Anticipate challenges to belonging and identify structures to strengthen equity and inclusion, with a cultural competency comfort level to collaborate on subsequent interventions and accountability models.
    Develop strong relationships with external professionals to ensure that students are connected with resources when needed or appropriate, including referrals for support.
    Participation in school community activities and events, such as curriculum night and admissions events, as needed.
  • Maintain detailed plans and records with regard to each student’s progress and/or behavioral data.
    Other responsibilities as required or assigned by the appropriate administrator or supervisor.Student Support:
    - Identify developmental, psychological, cognitive, and behavioral needs of students in
    Grades Pre-K 3 - G5, and assist with planning to meet these needs.
    - Support the children's physical, social, emotional, sensory, academic, and language
    - Practice culturally sensitive advising and counseling and stay up-to-date on best
    - Execute student risk assessments based on best professional practices and use data to
    identify student issues, needs, and challenges.
    - Conduct informal/formal assessments of children as well as implement, update, and
    collaborate with communication.
    Teacher Support:
    - Provide classroom support as needed via collaboration with teachers to plan and co-
    lead group activities in the classroom.
    - Develop action plans in collaboration with teachers and administrators for students
    needing support.
    - Create, implement, and model behavioral plans and interventions.
  • Family Support:

    - Offer parent workshops and faculty training on topics related to child development and

    social-emotional learning and provide support on student psychological concerns.
    - Provide consultation and outreach for families in a culturally responsive manner.
    - Co-treat with other therapists purposefully.
    Coordinate and communicate with outside therapists as needed.


To Apply: Interested candidates should email a cover letter and resume to Rosa Torres, Director of Lower School at jobs@isbrooklyn.org and include “Lower School” in the subject line of the email. No phone calls, please.

Salary Range: $70,000-$90,000 (based on experience).

Extra, Extra – Read All About It!

Students approached Middle School English Language and Literature Teacher Katie Rogers with an idea to create a new addition to the Middle School club's roster – the Newspaper Club! The club has been gaining momentum throughout the fall, with students and staff eager to read each new issue of ISB’s first completely student-run newspaper, the ISB Times. With a team spirit and a collaborative mindset, students have been reporting, interviewing, and researching on a wide range of topics for each issue published. “We are here to educate, spread the word on different topics, and have fun,” shares Club Co-leader Valentina. “We take suggestions and ideas because we are a community that's here to help and have fun. We add different columns, and let people write about a vast amount of different topics they want to write about, while still keeping journalistic integrity.”

What to Read Aloud to Your Middle Schooler

One of my favorite activities in the winter months is curling up under a blanket and reading with my kids. But the past couple years, I found myself reading less with my oldest child who is now in 6th Grade. At first, I celebrated this independence; I was proud, seeing the familiar pull of literature’s tug take hold. Soon he was devouring an entire series, and now he’s in the thrall of The Keeper of Lost Cities—another epic tale currently running nine volumes. Sometimes he asks me to read to him, but it’s hard to truly enjoy these books when I’m joining him seven volumes in and unfamiliar with the characters and the plot twists. I miss the excitement of reading something new and really good together.

Dr. Debbie Reese Discusses Misrepresentation of Native Americans in Literature with the 8th Graders

Throughout the year in their Individuals and Societies class, 8th Graders are examining the history of the United States from the "discovery" of America by Christopher Colombus through the Civil Rights Movement. Individuals and Societies Teacher Guillaume Roper-Sirvent and Librarians Maria Falgoust and Eli Hetko invited Dr. Debbie Reese, a scholar, and educator from the Nambé Owingeh nation, to come and speak with the entire 8th Grade to deepen students’ awareness of how Native Americans are way too often not taken into consideration in most historical, as well as fictional, books.