The Kickapoo Valley Field School is seeking an experienced elementary/middle childhood educator who brings compassion for self and others to a position with priority placed upon meeting children’s developmental, social, and emotional needs in a rural public forest charter school, which is part of the La Farge School District.

This position includes the requirement to utilize outdoor spaces, including a school garden space, nearby parks, and surrounding public and private wilderness lands for outdoor and nature-based immersion in a school created in alignment with forest school models.

Teachers are provided with abundant access to a wide variety of materials from multiple educational modalities and curriculums (Montessori, Waldorf, Reggio Emilia, and traditional public school) for supporting group and individualized instruction and meeting state standards. Teachers have the ability to flex curriculum and will tune into student needs when matching materials to individuals and groups. Teachers are also invited to design innovative curricular materials and plans to fill in gaps between what is available for place-based instruction and what is needed or aligned with teaching local flora, fauna, and history. As a public school we are committed to meeting WI state standards in math and literacy and utilizes district-wide math and literacy programs. 

KVFS’ signature curricular element is Seasonal Studies in which each class focuses on grade specific topics of study that lead teachers and children into deep exploration and observation of the natural world around them. Teachers have the opportunity to meaningfully weave core academic work into these studies, in which children dive deeply into local flora and fauna through stories, outdoor exploration and observations, nature journaling, guide books, sessions with local naturalists and the making of their own books on each Seasonal Study topic.  

The school is dedicated to supporting deep immersion experiences for children in their natural world toward the parallel vision of promoting the formation of strong relationships with other living beings and the land, air, and water that supports us all. The position is rooted in place-based education practices and environmental stewardship for building long-term commitments of care for ourselves, one another, and the world around us. Through our work we have seen that extended periods of outdoor play and our model for interacting with children provides fertile ground for students and teachers to engage in rich social and emotional learning. The founders of this school believe that human beings develop skills to care for their environment (and themselves and others) through forming deep and lasting connections to places through play and exploration, beginning in early childhood. 

A key distinction between this position and typical teaching positions is the expectation and opportunity for children to be outdoors and engaged in play and exploration for long periods of uninterrupted time, even during the most challenging weather days. It is required that teachers be the primary advocates for removing barriers to outdoor access through deep personal interest and resiliency, supporting positive outdoor experiences through instilling a sense of joy and wonder for the world outside the school walls and away from screens during all seasons and conditions.

Educators joining this innovative model will find themselves in the company of compassionate carers, resilient members of the local community, warm receivers of families, and tireless advocates for protecting key aspects of childhood that are supported by abundant research on the impacts of access to nature for improving physical and mental health outcomes and learning. 

This school is the first of its kind in this region offering public school access to a different kind of learning environment for children and teachers. Six years in, we have solidified in many ways, but continue to grow and refine our work in exciting new ways each year. We are seeking enthusiastic, outdoor oriented and heart-centered innovative educators who wish to be part of our exciting journey.

Minimum requirements:

• Experience observing play and scaffolding growth opportunities for children based on individualized goals
• Strong interest in/connection to the natural world 
• Effective time and task management 
• Commitment to guiding social and emotional learning
• A growth mindset: interest in growing within our model, engaging in reflective conversation, trying new things and seeking out information that will support your own educational journey. 
• Experience with and enthusiasm for reflective practices and collaborative problem-solving or action research with colleagues
• Ability to develop strong relationships built with families served
• Willingness to learn about and challenge self to get outside with a group of children to have collective and shared experiences of the natural world 
• Experience in meeting and planning for the needs of children from a variety of backgrounds and experiences toward building class community of care
• Experience understanding diversity of needs for sensory environment, social and emotional functioning, and academic readiness or engagement
• Belief in and knowledge of the value of public education 
• Reverence for and fascination with the natural world and excitement about the opportunity to learn and explore with your students
• Emotional maturity and resilience
• Physical ability to hike with heavy pack over hilly terrain and respond quickly to emergent conditions by moving swiftly
• Teacher applicants must be eligible to obtain a conditional, provisional, or lifetime license.  https://dpi.wi.gov/licensing/apply-educator-license/other

Distinguished Candidates will have experience with:

• Innovation within institutions and systems
• Specialization within the field of education through advanced study or experience (i.e. Outdoor Education, SEL, Reading Specialists, Math, Science, Special Education, Intervention, Master’s level work in professional development)
• Ability to self-start, seek help, manage work flow demands, change course, and support colleagues as we provide responsive care to young children in the demanding environment of school days
• Knowledge, experience, and respect for the beauty and complexity of rural communities and lifeways 

Application Process:

Selection process may include multiple interviews, school visits, etc. Compensation is regionally competitive and based on education and experience.