Executive Director
Overview
Sterling Montessori Academy and Charter School is seeking an Executive Director (ED) for its faculty, administrators, and 760 preschool through eighth grade students for the 2025-2026 academic year, with a proposed start date of June 2025. The Executive Director ensures the mission and vision of the school are fulfilled through collaborative leadership and by ensuring financial, instructional, and human resources oversight. The Executive Director is responsible for ensuring a positive school culture, safe environment, and exemplary learning environment for its students grounded in the philosophy and teaching methods of Dr. Maria Montessori.
Reporting to the LHU Foundation Board of Directors, the ED will work with and oversee the Children’s House, Lower Elementary, Upper Elementary, Exceptional Children, and Middle School Directors to ensure instructional fidelity, establish priorities, and recommend policies. Additionally, the ED works closely with the Director of Operations who oversees the daily workflow of the administrative managers who manage admissions, billing, HR, data management, and facilities.
Sterling’s Montessori Academy and Charter’s Mission Statement
The mission of Sterling Montessori is to create a diverse educational community, grounded in the Montessori philosophy and teaching practices, that fosters curiosity, creativity, and critical thinking in its students. We strive to empower each student to become life-long learners who respect themselves, others, and their environment.
About Sterling
Founded in 1997, Sterling Montessori is a private preschool and public charter school serving approximately 760 students from Pre-K through 8th grade. Each section—Children’s House, Lower Elementary, Upper Elementary, and Middle School—is led by an experienced and dedicated section director. The School follows Montessori guiding principles including mixed-age classes, use of Montessori materials, and individual lesson plans. Sterling Montessori Academy and Charter School is governed by the Laura Holland Uzzell Foundation (LHUF), a nonprofit organization led by a board of directors comprising Sterling parents, community members, and alumni.
Sterling prides itself on having a diverse educational community. Its professional and highly-qualified faculty and administrative staff are committed to following the individual needs of its students in order to achieve personal academic excellence and to cultivate an educational curiosity to become life-long learners.
Executive Director Qualifications and Skills:
A qualified candidate must have a proven record of successful school leadership and a passionate commitment to all children. Candidates must have excellent verbal and written communication as well as strong organizational, operational, financial, interpersonal, and management skills. Candidates must also possess a demonstrated ability to focus on attaining rigorous academic goals, curriculum development, and a commitment to academic excellence for all levels of students. The ideal candidate will share the vision for the school outlined in the Strategic Plan, particularly our commitment to diversity, equity, and inclusion, and our journey toward accreditation from the American Montessori Society (AMS).
A Master’s degree in education, school administration, leadership, or related field is required.
Required experience:
- Experience teaching and leading in public, private, and/or charter school settings
- Experience in managing and evaluating personnel
- Experience with and/or understanding of diverse learners and inclusion models
- Experience cultivating and maintaining a positive school climate and culture
- Experience developing and managing a large budget
Preferred experience:
- Experience in public, charter, and/or Montessori education
- Experience in managing and evaluating school leaders
- Experience with Montessori philosophy and practices; AMS training preferred.
- Experience working with a governing board of directors.
- Development/fundraising experience
- Familiarity with digital communication and organizational tools
Essential duties and responsibilities include:
Leadership
- Maintain a school culture of courtesy, respect, compassion, and intellectual engagement for both students and adults
- Ensure a safe, supportive, and productive environment for students, staff, and families
- Model effective adult development practices in staff meetings, professional development sessions, and team meetings
- Promote active conflict resolution by fostering open dialogue among directors to address issues constructively, supported by training, to maintain a respectful environment.
- Empower and develop leaders by delegating decision-making authority and provide mentorship, encouraging ownership and continuous learning in leadership skills.
- Model clear and inclusive leadership by communicating strategic and school wide goals effectively and ensure all voices are heard in decision-making, while establishing accountability for leadership outcomes.
Instructional Planning and Management
- Work with section directors to ensure that the curricula, materials, and instructional approach used are faithful to the Montessori approach
- Maintain a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
- Maintain a consistent set of expectations to ensure continuity between school levels
- Support the faculty and staff in aligning with the mission to be an authentic Montessori school with all components of peace education and being a culturally responsive school
- Oversight of implementation of inclusive support for all students
- Oversight of assessment practices and tools
Human Resources Planning and Management
- Oversee the implementation of the human resources policies, procedures, and practices, including the development of job descriptions for all staff
- Hire and support the development of all school staff
- Implement effective systems for evaluating and supporting faculty performance, fostering professional growth including on-going observation, and coaching
- Motivate staff to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so
- Ensure that all administrative personnel are mentored and supported in personal and professional growth
- Guide, mentor, and provide effective goal setting and performance feedback to direct reports and create a leadership environment that holds directors accountable for doing the same.
Financial Planning and Management
- Ensure that administrative and operational tasks are delegated appropriately to members of the Administration Team, considering individual strengths, capabilities, and areas of growth so that each person has an equitable workload and can successfully complete assigned tasks
- Oversee and guide development initiatives
Board Relations
- Prepare for and attend monthly Board Meetings
- Collaborate with the Board of Directors in fulfilling the mission and vision of the school through implementation of the strategic plan
- Collaborate with the Board of Directors to ensure the academic and fiscal success of the school
- Identify, assess, and inform the Board of Directors of internal and external issues that affect the school
- Provide regular reporting to the board on metrics defined and designed to ensure strong operational and fiscal responsibility.
- Act as a professional advisor to the Board of Directors on all aspects of the school’s activities
- Collaborate with various committees, including the Policy Committee to recommend and revise school policies
Community Relations
- Implement policies and practices that actively encourage and support community and family connection to school events and operations for a culture of engagement
- Provide opportunities for families to expand their knowledge of Montessori principles and how they support healthy child development
- Create and sustain opportunities for home-school partnerships
Accountability
- Complete annual reporting required of charter schools and oversee the submission of all accountability reports
- Implement all policies required for the school to remain in good standing and in accordance with Office of Charter Schools and NC Department of Public Instruction standard operating procedures
- Maintain working partnerships with relevant governing bodies including OCS and DPI
- Fully participate in network-wide professional learning communities
Application
To apply, please submit a resume or CV, a letter describing your interest in the position and qualifications, and three professional references to search@lhuf.org. Please also fill out the application form.
Exceptional Children’s Lead Teacher
Join the Sterling Montessori Team as a Lead Teacher with a $5,000.00 sign on bonus
Sterling Montessori is seeking a full time Exceptional Children’s teacher who has experience working with students with disabilities, grades K-8, in a cross-categorical resource separate setting, effective August 2024. Candidates must have an undergraduate degree and EC licensure. Ideal candidates have Montessori experience or a desire to learn the Montessori philosophy and method. The hours are from 8-4 and pay is on par with the Wake County pay scale along with full insurance benefits and 403b retirement. Sterling Montessori has a strong and collegial EC department which includes five full time special education teachers, a behavioral specialist, as well as related service personnel.
Purpose:
EC teachers, using the Montessori Method, will implement engaging instruction and adapt lessons to meet the needs of students, develop Individualized Education Plans (IEP), collaborate with the general education teachers and directors for push in and pull out services, and prepare documents and reports necessary to facilitate parent-teacher IEP meetings.
Duties and Responsibilities to Students/Parents/Staff
All lead teachers (General Ed., EC, Specials, and Specialists) will:
- Adhere to the Sterling mission, vision, guiding principles, code of ethics and standards of behavior as outlined in the Employee Policies and Procedures Handbook.
- Attend any staff meetings, professional development, training, parent workshops, annual open house, and other activities outside of standard working hours as requested by the Executive Director.
- Work in partnership with grade level Section Directors to support students and families assigned to each section.
- Ensure the safety, wellbeing and sound education of students.
- Supervise and manage a team of 3 to 5 Exceptional Children Program Assistants depending on students needs.
- Follow the Positive Discipline model. Montessori is an approach that values the human spirit and the development of the whole child-physical, social, emotional, and cognitive. When situations or conflicts arise with students, adults act as mediators and provide opportunities for conversations, reflection, and learning.
- Monitor student behavior; maintain discipline in the classroom; deescalate inappropriate behavior; teach students appropriate behavioral strategies, restrain students when necessary; record and report restraints.
- Provide research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
- Monitor and assess student progress and determine the need for additional reinforcement or adjustments to instructional techniques.
- Employ various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
- Communicate with parents regarding their child’s educational progress via periodic written progress reports.
- Serve as case manager for assigned students; serves as conduit between general education and special education.
- Maintain student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with state and federal education.
- Train, supervise, schedule weekly meetings, establish goals and assist in the evaluation of assistant/associate teachers (when applicable).
- Complete and maintain record keeping, progress reports, assessments/evaluations, documentation, and grades (if applicable) in a timely manner as required by the school.
- Responsible for parent conferences, meetings, parent email communications (within 48 hours), communicating problems and concerns with all parent/guardians of students in your care.
- Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves.
- Maintain current teaching license, including licensing requirements (CEUs) and costs.
- Inform Section Director of all administrative level concerns or problems as they relate to relations with school, students, parents, or staff.
- Participate in field trips (when necessary), including overnights when appropriate to the level, and act in a supervisory capacity. Follow all field trip guidelines as stated in the Employee Handbook (EHB).
- Respect student confidentiality by not discussing students with anyone other than their families and those faculty and staff members who work with them directly, in accordance with state and federal law.
- Participate in and implement annual goal setting, evaluation reviews and professional development for career growth. Our work requires being coachable, an ongoing desire to learn, and a sense of egoless-ness.
Qualifications:
- Bachelor’s degree from a four-year accredited University (required)
- Exceptional Children (EC) State License (required)
- AMS Montessori Trained (preferred)
- Experience working with K-8 students (preferred)
- Experience working in a Montessori Setting (preferred)
- Nonviolent Intervention Training (preferred)
Please submit your cover letter, resume and 2-3 references to echr@sterlingmontessori.org.
Exceptional Children Program Assistant (ECPA)
Join the Sterling Montessori Team as a Teacher Assistant with a $2,500.00 sign on bonus
Position: Exceptional Children Program Assistant (ECPA) School/Department: Sterling Montessori Academy and Charter School
Reports To: EC Director/Executive Director
Work Week Schedule: Monday-Friday, 8:00a.m. - 4:00p.m.
Work Hours Per Week: 40
Number of Months Per Year: 10
Nature of Work: The EC Program Assistant (ECPA) provides support to the classroom teacher and other professionals in the supervision, instruction, social emotional and positive behavior support of students with disabilities, ages 3-14 years, in a variety of settings, including classroom, recreational and community to achieve established goals and objectives, including personal care and mobility. The ECPA provides individual assistance with academics, behavioral problems, personal care and mobility, and may lead small group activities as directed. The ECPA assists the teacher with general housekeeping and clerical duties as needed.
Knowledge, Skills and Abilities:
- General knowledge of the varying needs of students with disabilities
- General knowledge of the practices, methods and techniques used in the teaching of the exceptional children population
- General knowledge of the activities performed by the lead teacher
- General knowledge of the daily routines of the classroom
- General knowledge of student handbook rules and regulations
- General knowledge of procedures to follow in an emergency
- General knowledge of Montessori philosophy, teachings, and practices
- General knowledge of the curriculum for the assigned grade(s)
- General knowledge of Positive Discipline
- General knowledge and understanding of behavior strategies/interventions
- Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity
- Ability to motivate students
- Ability to respond appropriately in emergency situations and to remain calm in stressful situations
- Ability to operate necessary equipment (adaptive, audio visual, computer, etc.)
- Ability to maintain files and information
- Ability to take direction from lead teacher and director
- Ability to understand and follow oral and written instructions
- Ability to establish and maintain effective professional relationships with teachers, colleagues, parents, students, and administrators
- Ability to adapt to individual needs of teachers and students and work with interruptions
- Ability to understand, manage and relate to students who have may behavioral problems, cognitive and physical disabilities
- Strong classroom management skills to assist in maintaining order and discipline in the classroom
- Skills to assist with data collection
- Competency in basic skills such as reading, math, spelling and grammar
- Has punctual and dependable attendance
- Has good decision making skills
- CPI trained (Required to have or willing to be trained)
Essential Duties and Responsibilities:
- Assist with the delivery of special services for students
- Assist classroom teacher with performing specific duties assigned or undertaking specialized tasks to achieve and enhance instructional and behavioral objectives
- Work with individual students, small groups or large groups as assigned by the teacher
- Assist with behavior modifications as requested by the teacher
- Lift, move and operate equipment
- Assist students with personal care tasks, including but not limited to, bathroom, clothing, hygiene, diapering, toileting, and wash-up routines
- Escort, monitor and maintain supervision of students as assigned within a variety of school environments such as to and from events, classes, lunch, and other activities as needed according to the IEP and approved policies and procedures students as assigned by teacher or administrator
- Assist students with mobility needs (ex., lifting and positioning, assisting in and out of wheelchair, loading and unloading from transportation, navigating in and around the school and on field trips)
- Monitor students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive learning environment
- Report student concerns directly and expeditiously to the teacher and assist with student resolution as deem appropriate
- Assist with breakfast, lunch, snack, including clean-up if needed
- Maintain various confidential records and files
- Participate in trainings, meetings, and other professional development activities as directed by the school or department
- Perform additional duties as requested by the teacher or administrator
Behavioral Support (1:1 and small group)
- Assist teacher with preparing the environment for activities; greet students upon arrival; assist students with belongings; supervise activities, escort students to transportation upon dismissal
- Provide direct behavior intervention support across settings as needed
- Reinforce learning in small groups; provide one-to-one individual assistance; supervise small groups; assist students with independent lessons and projects
- Constantly monitor the behavior of the students and employ strategies as necessary to mitigate behavioral issues; respond to inappropriate behavior as instructed by the teacher; supervise play time and situations where the classroom teacher is out of the room
- Collaborate with the teacher to incorporate information outlined in the IEP or provided by parents, doctors, therapists, counselors, etc. in order to understand the needs of and provide for appropriate services for students.
- Assist teacher in performing general housekeeping duties to ensure the learning environment is prepared daily (i.e., set up various equipment each morning; put equipment away at the end of the day, sanitize mats, toys, equipment with wipes; ensure student equipment is in proper working condition)
- Coordinate with teachers, specialists, administrators, other assistants and staff as directed by the teacher
- Engage in crisis intervention techniques as a last resort to maintain the safety and security of the student and others
- Collects and charts progress monitoring data for IEP goals (academic and behavioral), BIPs or contracts as assigned by the teacher
Working Conditions and Physical Demands:
Work is considered medium physical work requiring the exertion of up to 40 pounds of force. Position entails significant walking, bending, standing, stooping, kneeling, crouching, reaching, some pushing and/or pulling, climbing and balancing, running short distances, and possible interventions in order to maintain a safe learning environment. Assignment may require the ability to physically move students or equipment, position students in specialized equipment and assist with toileting needs or bathroom supervision.
Work Environment:
Employees in this position are required to work in indoor and outdoor environments, and come into direct contact with staff, students and the public.
Experience:
- High School Diploma or GED required
- Experience working with exceptional children
- Training and/or experience in utilizing specialized instructional techniques such as behavior intervention strategies, picture exchange communication systems, and social stories preferred.
Disclaimer:
This is a list of general duties and responsibilities of this position. This is not an exhaustive list and should not be considered as an inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This list can be revised by the supervisor, with HR review and approval at any time.
Part-Time Aftercare Teacher
Sterling Montessori is seeking qualified Aftercare Teachers who have experience working with students ages 3 to 6 years old, or elementary-aged students. Ideal candidates have Montessori experience, or desire to learn the Montessori Method. Candidates will work 3:00-6:00 pm under the guidance of the Aftercare Supervisor.
This person should possess the following qualities:
- A love and passion for working with children
- Strong classroom management skills
- Ability to build strong professional relationships with the staff and parents at Sterling Montessori.
- Punctual and dependable in attendance
- Good judgment and decision-making skills
Please send a cover letter, resume and three references to hr@sterlingmontessori.org.
Substitute Teachers
Sterling Montessori Academy and Charter School is always interested in adding substitute teachers to our on-call list. We use this list to provide coverage in our classrooms (Children’s House – Middle School) when a teacher is out.
The first step towards becoming a substitute at Sterling is to view our Substitute Presentation for more information and requirements. We look forward to hearing from you.
