SOLFL is a new movement in conscious education dedicated to cultivating intellectual, emotional, and spiritual intelligence. Our first school, SOLFL , a K-12 Miami Torah Earth School, offers a rigorous, mutli-disiplinary curriculum that integrates hands-on, experiential learning with entrepreneurship, ecology, creative expressions and spiritual practice. Our goal is to move children away from traditional classrooms, desks and screens, into the real world. This is an irl (in real life) school aimed at cultivating the impact entrepreneurs of the future.
We are seeking an exceptional Upper Elementary Lead Educator (Grades 4–5) with a
strong background in progressive education, inquiry-based learning, and child-centered
pedagogy.
The ideal candidate has experience in environments influenced by Bank Street, Project-
Based Learning (PBL), Expeditionary Learning, place-based education, and other
progressive educational models that emphasize active learning, deep thinking, and
authentic engagement.
This educator will lead a mixed-grade learning community where students pursue
meaningful questions, engage in interdisciplinary projects, develop academic mastery,
and cultivate the habits of thoughtful, responsible citizenship.
More than a classroom teacher, you are a designer of experiences, a facilitator of inquiry,
a mentor, and a builder of community.
Design Meaningful Learning Experiences
• Develop and facilitate interdisciplinary units and projects that integrate literacy,
mathematics, science, social studies, ecology, entrepreneurship, and the arts.
• Create authentic learning experiences rooted in real-world questions, local
community connections, and meaningful student interests.
• Design curriculum that balances academic rigor with creativity, exploration, and
student agency.
• Connect learning to nature, place, culture, and current issues whenever possible.
Foster Inquiry and Deep Thinking
• Cultivate a classroom culture driven by curiosity, investigation, reflection, and
dialogue.
• Guide students through research, observation, questioning, experimentation, and
problem-solving.
• Support students in developing critical thinking, communication, collaboration,
and creativity.
• Facilitate meaningful discussions that encourage perspective-taking, empathy, and
intellectual risk-taking.
Support Diverse Learners
• Differentiate instruction using Universal Design for Learning (UDL) principles
and best practices.
• Create multiple pathways for students to access content, demonstrate
understanding, and engage meaningfully in learning.
• Use ongoing observation, assessment, and student feedback to personalize
instruction.
• Collaborate with colleagues and families to support each learner's growth.
Develop Independent Learners
• Teach executive functioning, self-management, organization, planning, and
reflection skills.
• Support students in setting goals, tracking progress, and taking ownership of their
learning.
• Help students develop confidence, resilience, responsibility, and self-awareness.
Build Community
• Foster a joyful, inclusive classroom culture where every student feels seen,
valued, and challenged.
• Develop strong partnerships with families through ongoing communication and
collaboration.
• Contribute positively to the broader life of the school and participate in
curriculum design, exhibitions, community events, and school initiatives.
Qualifications
• Bachelor's Degree in Education or a related field.
• Minimum of 5 years of elementary teaching experience.
• Demonstrated success teaching upper elementary students (Grades 4–5).
• Experience with inquiry-based, project-based, experiential, or progressive
educational approaches.
• Strong understanding of child development and constructivist learning theory.
• Excellent written and verbal communication skills.
• Ability to design interdisciplinary curriculum and authentic assessments.
Strongly Preferred
• Master's Degree in Education.
• Bank Street training, coursework, or significant experience in progressive
education settings.
• Experience implementing Project-Based Learning (PBL).
• Training in Universal Design for Learning (UDL).
• Experience supporting neurodiverse learners.
• Experience with portfolios, exhibitions, performance assessments, and student-led
conferences.
• Experience incorporating outdoor, environmental, or place-based learning.
The Educator We Hope to Find
You believe children learn best by doing, questioning, creating, and reflecting.
You see education as more than academic achievement—it is the cultivation of capable,
compassionate, thoughtful human beings.
You understand how to balance freedom with structure, inquiry with rigor, and individual
growth with community responsibility.
You are energized by building something innovative, collaborating with talented
colleagues, and helping create a school that prepares children not only for success in
school, but for meaningful lives of purpose, contribution, and impact.