Director of Advancement 

About Frankford Friends School: 

Since 1833, Frankford Friends School has offered a values-based Quaker education in the Frankford section of Philadelphia. FFS students explore, problem-solve, and work together to expand their understanding of themselves and the world beyond. Frankford Friends School students are members of a community that is highly diverse and inclusive and the racial composition of the school closely mirrors that of the City of Philadelphia. Frankford Friends School`s curriculum emphasizes the 21st century skills of critical thinking, teamwork, creativity, and problem-solving and uses the United Nations Sustainable Development Goals (SDGs) as a foundational framework to engage students in understanding issues that affect people and the planet. An important aspect of this initiative is the formation of partnerships with people and organizations who are working on the same issues that students explore in class. Not only do students see what action might look like, but they understand the connection between what they learn and local action and service, and become true protagonists for change in their own communities. 

Frankford Friends School has campuses in Frankford (200+ students; 3 yrs through 8th grade) and Fishtown (50 students; 2.5 yrs through Prekindergarten). The School has seen considerable increases in enrollment, giving, tuition assistance, and campus size over the last ten years. Our graduates attend selective public and private high schools. 

General Position Description: 

The Director of Advancement plays a key role in Frankford Friends School, reporting to, collaborating with, and advising the Head of School and Board of Trustees. In this role, they will provide materials, collateral, strategy, and support around all of the Head of School's donor prospect meetings, lead donor meetings as appropriate, and serve as liaison to Board members as donor stewards and solicitors. 

The Director of Advancement will create and administer strategies for the FFS Annual Fund, EITC/OSTC solicitation, family involvement, and major gifts, to include multi-year fundraising plans that focus on renewals and increased gifts, and collaborate with the Associate Director of Development to implement these plans. They will research and prepare grant applications and required stewardship reports for foundations as needed and contribute development content to the School's website, blog, and publications. 

The current development program focuses on annual giving, financial aid, a spring fundraiser, and targeted outreach via publications, direct mailing, social channels, and occasional one-on-one meetings. Over the next three years, the Director of Advancement will take the lead in addressing the following opportunities: 

1. Develop and implement appropriate donor recognition programs; 
2. Increase volunteerism and engagement; 
3. Identify top prospects and solicit lead gifts; 
4. Develop, launch, and oversee an alumni program; 
5. Liaise with the Board of Trustees, in particular its development, finance, and strategic planning committees, to formulate and monitor goals and increase Board member engagement; 
6. Take a lead role in strategic planning to include the groundwork and launching of a capital campaign. 

The Director of Advancement will collaborate closely with the Associate Director of Development, the Coordinator of Admissions, the Marketing and Communications Team, the Coordinator of Special Projects, and other Administrators to ensure consistent messaging of the School's narrative and to expand and enhance its visibility and reputation across social media, printed communications, and the website. Additionally, they will serve as a leader within the school community, actively participating in daily operations and engaging in hands-on involvement in the school's activities. 

The position requires flexibility and the ability to evolve with the position, the current priorities of the Head of School, and the School's strategic initiatives, which will change from time to time based on the Head of School, Board of Trustees and Frankford Friends School's vision and goals. The Director of Advancement is a champion for the school, its teachers, students, programs, and leadership and leads with initiative and passion for the School and its mission. 

Reports to: Head of School 

Additional Knowledge, Skills, and Experience Required: 

• Outstanding written, verbal, and emotional IQ skills; 
• Excellent time management skills and the ability to organize self and others to meet immediate and long-term timelines in a fast-paced environment; 
• A proven ability to work with minimum supervision while managing multiple projects and deadlines, and collaboratively with a team; 
• A warm and welcoming demeanor and the ability to communicate with students, staff, donors, Friends/friends and families from a wide variety of backgrounds in a friendly, open, positive and professional manner; 
• An understanding of and commitment to living the Quaker testimonies of peace, simplicity, integrity, community and stewardship; 
• Tact, discretion, and the ability to sustain long-term reciprocal relationships; 
• Enthusiasm and passion for the school's mission, culture and values; 
• Understanding of the School's approach to socio-economic diversity and a commitment to promoting it; 
• A positive attitude towards feedback, the willingness to make changes when required, and the ability to learn and grow as the role evolves. 

Educational Requirements: 

• BA in Fundraising, Marketing, Administration or Education; Masters Degree preferred 

Physical Requirements and Work Environment: 

• This position requires significant flexibility and the capacity to work in a variety of settings: office, classroom, community meeting spaces, outdoors, etc. It may require the ability to sit, stand, walk up and down up to three flights of stairs and through the campus, for the entirety of the school day and to occasionally lift up to 35 lbs. 
• Be able to pass all criminal record checks, background checks, and child abuse clearances. 

The School believes that children benefit most from in-person classes and activities as well as from relationships with faculty and staff who engage with them in all areas of school life. The School encourages its employees to be fully vaccinated against COVID-19 and reserves the right to require its employees to receive the COVID-19 primary series and booster vaccinations, subject to the limitations of federal and state law, employee eligibility, and the availability of the vaccine. 

FFS provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or gender. In addition to federal law requirements, FFS complies with applicable state and local laws governing nondiscrimination in employment. This policy applies to all terms and conditions of employment. 

Employment Type: 

• Exempt | Full-time, 12 month | On campus 

Hours: 

• 7:45 -4:15 
• Representing the School at weekend and evening events attended by students and families is expected. 
• Summer Hours may be in effect when school is not in session. 

Salary Range and Benefits: 

• Salary is based on education and years of experience and is anticipated to be in the $100,000-$140,000 range. 
• Benefits to include: paid parental leave; tuition remission and free after care for children who attend FFS; health care; professional development; 5% match on retirement contributions; and 25 days PTO/vacation. 

This description is subject to change by Frankford Friends School as the needs and requirements of the position change. 

Spring and July Openings

General Position Description

The Preschool Lead Teacher creates and administers a Reggio Emilia-inspired and Project-based program that is conducive to student learning and which emphasizes mutual respect for all people. The Preschool Lead Teacher is flexible and committed to a continuous process for professional growth. They are a collegial member of the Early Childhood teaching team and of the FFS faculty and staff and emphasize mutual respect for all people. 

Major responsibilities include developing and implementing creative and innovative curriculum, including learning centers and project-based learning initiatives, working cooperatively with the Early Childhood team, and participating in/directing various Early Childhood activities. These activities include lunch and recess, planning and attending field trips, participating in admissions-related events, writing reports, and other related activities that contribute to the School community. All teachers are members of at least one school committee and engage in at least one other activity/job that benefits the school community, as determined by the Head of School, such as leading a team, organizing all-school events, or overseeing activities.

Major Duties and Responsibilities

• Plan and implement high-quality and innovative curriculum in a creative, engaging and stimulating classroom program with daily learning centers and interdisciplinary, project-based, collaborative work;
• Promote high expectations, and establish an environment that supports social, emotional, and academic development in students;
• Evaluate the progress of each student through formal and informal assessment;
• Demonstrate a consistantly caring, patient, and nurturing attitude and demeanor with the students;
• Communicate with parents and caregivers about their child’s progress (phone, email, conferences, newsletters). Be available for individual meetings when needed;
• Use positive and productive techniques for improving student behavior;
• Demonstrate ability to be adaptive, reflective, resilient, and  flexible in work situations;
• Integrate the Quaker testimonies of peace, simplicity, integrity, community and stewardship into the curriculum and when interacting with community members;
• Oversee, mentor, and direct assistant teachers;
• Maintain a clean and orderly classroom;

‍Other duties as assigned by the EC Director The essential functions and duties listed above are intended to describe the general components of the position and the level of work performed by an FFS Teacher. The job description in no way states or implies that these are the only duties to be performed. The omission of functions or duties does not exclude them from this position if work is similar, related, or a logical assignment for this position, as determined by the Head of School.

Additional Knowledge, Skills and Experience Required

The successful candidate is a collegial and dedicated teacher who is well versed in their subject area, able to form excellent relationships with young children and has:

• A minimum of 2 years of teaching experience in working with ages 2.5-5 yrs;
• Excellent interpersonal, verbal and written communication skills;
• The interest in and capability to work, plan, and implement project-based learning initiatives;
• The ability to establish cooperative working relationships with faculty, staff, students, and parents;
• Strong organizational and classroom management skills;
• Enthusiasm and passion for the school’s mission, culture and values;
• An understanding and commitment to living the Quaker testimonies of peace, simplicity, integrity, community and stewardship;
• Flexibility and a commitment to a continuous process for professional growth - teaching, use of educational technologies,cultural competency, and inclusivity. 
• Excellent written and verbal communication skills;
• Ability to be adaptive, reflective, resilient, and  flexible in work situations.

Educational Requirements

• AAS in Early Childhood Education; BA/BS/MA in Early Childhood Education preferred
• Certification required for PreK teacher

Physical Requirements and Work Environment

This position requires significant flexibility and the capacity to work in a variety of settings: office, classroom, community meeting spaces, outdoors, and other appropriate locations as determined by the Director and:

• Be able to work both standing up and sitting down for the length of the school day
• Be able to walk up and down at least two flights of stairs, supervise children on the playground, and walk between school buildings
• Be able to work in a wide variety of school environments, including the buildings, gardens, playgrounds, other areas of the campus, on field trips, etc. in all seasons and all weather
• Be able to pick up children and objects up to 35 lbs.
• Be able to pass all criminal record checks, background checks, and child abuse clearances

Employment Type

Full time (12 months), exempt employee, with benefits to include: paid parental leave; tuition remission and free after care for eligible children who attend FFS Main Campus; health care; professional development; 5% match on retirement contributions; 10 days PTO. 

The School believes that children benefit most from in-person classes and activities as well as from relationships with faculty and staff who engage with them in all areas of school life. The School encourages its employees to be fully vaccinated against COVID-19 and reserves the right to require its employees to receive the COVID-19 primary series and booster vaccinations, subject to the limitations of federal and state law, employee eligibility, and the availability of the vaccine.

General hours: 7:30 - 4:15

FFS provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or gender. In addition to federal law requirements, FFS complies with applicable state and local laws governing nondiscrimination in employment. This policy applies to all terms and conditions of employment.

Apply

Interested candidates should submit a cover letter, resume, and the names and contact information of three references related to teaching and working with children to hiring@frankfordfriends.org. Please include: Preschool Teacher, Early Childhood Center in the subject line.

About Frankford Friends School:

Since 1833, Frankford Friends School has offered a values-based Quaker education in the heart of Philadelphia. FFS students explore, problem-solve, and work together to expand their understanding of themselves and the world beyond.  Frankford Friends School students are members of a community that is highly diverse and inclusive. The racial composition of the school closely mirrors that of the City of Philadelphia. Frankford Friends School`s curriculum emphasizes the 21st century skills of critical thinking, teamwork, creativity, and problem-solving. We use the United Nations Sustainable Development Goals (SDGs) as a foundational framework to engage our students in understanding issues in our communities. An important aspect of this initiative is the formation of partnerships with people and organizations who are working on the same issues that students explore in class. Not only do students see what action might look like, but they understand the connection between what they learn and local action and service, and become true protagonists for change in their own communities. Project-based learning is a huge component of the program. Our graduates attend selective public and private high schools. 

General Position Description:

The Lower School Teacher uses a variety of classroom techniques for learning and implements interdisciplinary, hands-on, project-based work, field trips, outdoor experiences, educational technologies, and collaborative work with other teachers and classrooms into the program. They are a collegial member of the Lower School teaching team and of the FFS faculty and staff and emphasizes mutual respect for all people.

Major responsibilities include developing creative and innovative curriculum, teaching all aspects of the elementary classroom program, cooperating with a team in project-based learning initiatives, using educational technologies, and participating in/directing Lower School activities. These activities include advising, lunch and recess, chaperoning field trips, offering individual help where needed, participating in admissions-related events, writing reports, and other related activities that contribute to the School community. All teachers are members of at least one school committee and engage in at least one other activity/job that benefits the school community, as determined by the Head of School, such as leading a team, organizing all-school events, or overseeing activities.

Reports to: 

Director of Academics

Essential Duties and Responsibilities: 

• Plan and implement a creative, engaging and stimulating classroom program with daily learning centers and interdisciplinary, project-based, collaborative work.
• Promote high expectations, demonstrate a caring attitude, and establish an environment that supports social, emotional, and academic development in students.
• Frequently communicate with parents and caregivers about their child’s progress (phone, email, conferences, newsletters, report cards). Be available for individual meetings when needed.
• Evaluate the progress of each student through formal and informal assessment.
• Use positive and productive techniques for improving student behavior.
• Integrate the Quaker testimonies of peace, simplicity, integrity, community and stewardship into the curriculum and when interacting with community members.
• Oversee, mentor, and direct assistant teachers.

Other duties as assigned:

‍The essential functions and duties listed above are intended to describe the general components of the position and the level of work performed by an FFS Teacher. The job description in no way states or implies that these are the only duties to be performed. The omission of functions or duties does not exclude them from this position if work is similar, related, or a logical assignment for this position, as determined by the Head of School.

Additional Knowledge, Skills, and Experience Required:

The successful candidate is a collegial and dedicated teacher who is well versed in their subject area, able to form excellent relationships with young children and has:

• a minimum of 3 years of teaching experience in related age groups and subjects;
• excellent interpersonal, verbal and written communication skills;
• the interest in and capability to work, plan, and implement project-based learning initiatives;
• the ability to establish cooperative working relationships with faculty, staff, students, and parents;
• strong organizational skills;
• Enthusiasm and passion for the school’s mission, culture and values;
• An understanding and commitment to living the Quaker testimonies of peace, simplicity, integrity, community and stewardship;
• Flexibility and a commitment to a continuous process for professional growth - teaching, use of educational technologies,cultural competency, and inclusivity. 

Educational Requirements:

• BA or BS in Education, or a related field. An Early Childhood certification or advanced degree is preferred. 

Physical Requirements and Work Environment:

• This position requires significant flexibility and the capacity to work in a variety of settings: office, classroom, community meeting spaces, outdoors, etc. It may require the ability to sit, stand, walk up and down up to three flights of stairs and through the campus, for the entirety of the school day and to occasionally lift up to 35 lbs.  
• The FFS Teacher encounters a wide variety of challenges and deadlines and works with a varied and diverse array of contacts. They must be able to work in an environment that can be highly stressful at times and be willing to be flexible as needed.
• Be able to pass all criminal record checks, background checks, and child abuse clearances.

The School believes that children benefit most from in-person classes and activities as well as from relationships with faculty and staff who engage with them in all areas of school life. The School encourages its employees to be fully vaccinated against COVID-19 and reserves the right to require its employees to receive the COVID-19 primary series and booster vaccinations, subject to the limitations of federal and state law, employee eligibility, and the availability of the vaccine.

FFS provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or gender. In addition to federal law requirements, FFS complies with applicable state and local laws governing nondiscrimination in employment. This policy applies to all terms and conditions of employment.

Employment Type:

• Exempt  | Full-time, 10 month 

Hours:

• On campus hours between 7:45 and 3:30 on all school days (until 4:30 on Tuesdays)

Wage Range and Benefits:

• Salary is commensurate with experience, with benefits to include: paid parental leave; tuition remission and free after care for children who attend FFS; health care; professional development; 5% match on retirement contributions; and 10 days PTO. 

‍

This description is subject to change by Frankford Friends School as the needs and requirements of the position change.

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Are you a creative, fun-loving individual who loves children in grades PreK-8? Frankford Friends School is seeking individuals to work daily in our Extended Day Program. The hours are from 2:45pm - 6:00pm, Monday-Friday. Applicants should preferably have previous experience working with children and an interest in creating a positive play environment for the students of all age groups, leading daily games, classroom activities, or art projects. You will be trained in basic first aid. This is a great opportunity for anyone who has an interest in children or education. $16/hour.

Frankford Friends School is seeking per-diem substitute teachers to substitute in PreK through 8th grade in an independent school. Teachers with an Associates Degree or higher are encouraged to apply. Substitute teachers may be called for daily needs or for longer term assignments. They should be reliable, prompt, organized, love children, and available from 7:45am-3:00pm. All clearances must be up to date (paid for by FFS). Substitutes make $100 per day.