Employment Opportunities

About The Winston School

The Winston School is a small college preparatory school designed to maximize the potential of bright students who learn differently®. Through individualized learning strategies, our students are empowered to confidently meet the challenges of tomorrow. 

At the Winston School, students gain the learning skills and self-reliance to succeed in college and throughout life. Serving children in grades K-12, Winston challenges its students to achieve in an environment that not only supports but also celebrates their individuality and creativity.

Position Description

This full-time position requires an individual who is trained in early childhood education and skilled in teaching students with ADHD, dyslexia and related learning differences through multisensory and differentiated instruction. The classroom teacher is highly collaborative and committed to designing and adapting instruction to meet a range of student learning needs and interests. They are skilled in establishing strong relationships with students and provide effective and consistent communication with parents regarding students’ behaviors, academic concerns, and progress. The classroom teacher is responsible for organizing and implementing a self-contained instructional program that includes grade-level math, science, social studies, and English language arts, as well as the integration of social-emotional learning and sensory regulation. 

Primary Responsibilities

• Provide direct, differentiated instruction for students, focused on early literacy, mathematics, and the development of prosocial behaviors for learning.
• Accommodate and meet the needs of a range of neurodivergent students with dyslexia, dysgraphia, dyscalculia, ADD/ADHD, and other executive functioning and processing challenges. 
• Identify, select, modify, and create instructional resources to meet the needs of students with varying backgrounds, learning styles, and learning needs, in collaboration with lower school teammates. 
• Design, plan and implement curriculum that is grounded in research-based practices and responsive to students with diverse learning profiles. 
• Integrate technology into the curriculum following best practices.
• Use classroom management systems that are focused on students’ social emotional needs and self-regulation.
• Create and cultivate a positive environment that encourages students to actively participate in their own learning.
• Provide effective and consistent communication with parents and the school’s Student Support Team regarding students’ behaviors, academic progress, and social-emotional development.
• Model professional and ethical standards when working with students, families, colleagues, and the community. 
• Perform supervisory duties as assigned, attend and participate in professional learning opportunities, and/or engage in other school-related duties as appropriate.

 Qualifications / Experience

• Bachelor’s Degree in early childhood education, special education, or related field required. 
• Teaching certification preferred with certification in the Science of Reading (or coursework/professional learning toward certification).
• Graduate degree or extensive graduate work in the field of Early Childhood, Special Education, or learning differences/neurodiversity is preferred. 
• Minimum of 2-4 years classroom teaching experience.
• Experience teaching students with Learning Differences. 
• Enthusiasm and skill in creating, designing, and planning for instruction with multiple modalities and accommodations.
• Proficiency with technology, especially Google Suite and various educational technologies.
• Strong work ethic, sense of humor, and commitment to continuous improvement and learning.

Please submit a cover letter addressing your interest and qualifications for the position, a current resume, and contact information for at least three (3) professional references Dr. Jenn Milam, Head of School, [email protected]. 

Priority review of applications will begin March 16, 2026, and will continue until the position is filled.

Go here for a printer-friendly version of this job description.

About The Winston School

The Winston School is a small college preparatory school designed to maximize the potential of bright students who learn differently®. Through individualized learning strategies, our students are empowered to confidently meet the challenges of tomorrow. 

At the Winston School, students gain the learning skills and self-reliance to succeed in college and throughout life. Serving children in grades K-12, Winston challenges its students to achieve in an environment that not only supports but also celebrates their individuality and creativity.

The Winston School seeks a dynamic and experienced leader in Science, Technology, Engineering, and Mathematics to serve as the Lester Levy, Sr. Chair of STEM-D2 Education and teacher to begin in the 2026-2027 school year. This individual will be instrumental in building the newly envisioned STEM-D2 program at The Winston School, and shepherding the new program alongside fellow faculty, community partnerships, and exciting opportunities to lead with STEM in learning different education. The Winston School aims to reshape STEM education with a deep focus in design-thinking and differentiation in the classroom.

To read the job description and application requirements, view the full position statement here. 

A printer friendly version of this job description can be found here.

About The Winston School

The Winston School is a small college preparatory school designed to maximize the potential of bright students who learn differently®. Through individualized learning strategies, our students are empowered to confidently meet the challenges of tomorrow. 

At the Winston School, students gain the learning skills and self-reliance to succeed in college and throughout life. Serving children in grades K-12, Winston challenges its students to achieve in an environment that not only supports but also celebrates their individuality and creativity.

Position Description

The Winston School seeks two (2)  dynamic and experienced Dyslexia Therapists (CALT) to begin in the 2026-2027 school year. These highly-qualified therapists will work alongside our Center for Teaching & Learning Director, Learning Specialists, and faculty to provide targeted, research-based, dyslexia therapy for students diagnosed with language-based learning differences in small-group settings. The Dyslexia Therapist will support intervention, and qualified applicants will also help to provide instructional and behavioral support for teachers and staff.  The preferred candidates for this position are trained in multiple intervention programs, including but not limited to, Scottish Rite’s Take Flight, MTA, Orton Gillingham, and other multi-sensory language programs. 

Teaching and Leading Responsibilities

• Provide research-based, direct instruction in small intervention groups for students K-5
• Work collaboratively on the appropriate use of data in making educational decisions
• Facilitate the coordination of school-wide and individual student progress monitoring alongside classroom and benchmark assessments
• Maintain an accurate database of students on a reading watch list, as well as students currently receiving reading support
• Support teaching staff with research-based reading interventions and collaborate with other faculty as necessary
• Perform weekly progress monitoring on each student using the therapy and benchmark assessment tools
• Provide quarterly updates to parents and teachers for each student served
• Participate in division and grade-level meetings to discuss the progress of each student receiving therapy and work alongside Center staff to update learning profiles of students
• Assist administration in reviewing data to develop and assist in professional development
• Create timely lesson plans for each DT class/group/individual
• Input comments/progress measure  into Veracross for quarterly progress reports
• Enforce classroom management and school administrative policies
• Assess and accommodate students’ learning needs and styles
• Utilize technology to deliver lessons and other educational materials, when appropriate
• Communicate effectively with students, parents and staff
• Host Parent / Teacher Conferences twice a year

This full-time position requires an individual who is capable and confident working alongside students with ADHD, dyslexia/dysgraphia, and other high-incidence, related learning differences in a high-challenge/high-support environment with skillfully differentiated instruction.  A Winston teacher is highly collaborative and committed to designing and adapting instruction to meet a range of student learning needs and interests. They are skilled in establishing strong relationships with students and provide effective and consistent communication with parents regarding students’ behaviors, academic concerns, and holistic progress. 

Community Expectations

• Display exceptional integrity at all times and be a role model for students
• Actively participate in all-employee, divisional, committee (as assigned), and department meetings, divisional initiatives, curriculum review process, and evaluation of curriculum and programs
• Support colleagues and show leadership with peers
• Perform other duties and assume other responsibilities, as requested, by the Division Head and/or Head of School or as deemed necessary for safe and efficient operation of the school to fulfill the mission of The Winston School

Qualifications / Experience

Educators with a heart for students who learn differently - someone who believes that every student can thrive when given the right environment, encouragement, and innovation will be prioritized.

• Bachelor’s or advanced degree in elementary education, reading, and training in the science of reading and specific preparation toward becoming a Certified Academic Language Therapist, is required
• Demonstrated experience teaching reading and providing support in reading, language arts
• Three (3) years of preferred experience supporting students with language-based learning differences 
• A growth mindset and a passion for continuous learning and innovation.
• Excellent communication and interpersonal skills and the ability to connect with young people, families, and community members. 
• A commitment to fostering an inclusive, supportive environment  for all students, as well as, the ability to motivate and inspire 
• An “all-in” mindset, resilience, and commitment to teaching and being a part of a school community beyond the classroom!

APPLICATION PROCESS

To be considered for these positions, candidates must submit a cover letter detailing their interest in The Winston School and the position of Dyslexia Therapist, a resume/CV, and a personal statement. Additionally, interested candidates should provide a list of at least three (3) complete references, all to the Head of School, Dr. Jenn Milam ([email protected]). 

Applications will be reviewed upon receipt, with priority review beginning immediately. We will conduct initial interviews by ZOOM and will invite candidates to campus in February 2026. 

A printer friendly version of this job description can be found here.

About The Winston School

The Winston School is a small college preparatory school designed to maximize the potential of bright students who learn differently®. Through individualized learning strategies, our students are empowered to confidently meet the challenges of tomorrow. 

At the Winston School, students gain the learning skills and self-reliance to succeed in college and throughout life. Serving children in grades K-12, Winston challenges its students to achieve in an environment that not only supports but also celebrates their individuality and creativity.

Position Description

The Winston School seeks a dynamic and experienced Upper School History Teacher for the 2026-2027 school year. This individual will be instrumental in fostering a supportive, engaging, and challenging environment for students, helping them to build skills, knowledge and understanding across the upper school history/social studies in grades 9-12. 

The ideal candidate will have a strong background in history and social studies and a passion for working with bright students who learn differently. All applicants must have experience and demonstrated skill in working with neurodivergent populations with specific training and/or certification to that end.

This full-time position in Upper School History teaching requires an individual who is capable and confident supporting students with ADHD, dyslexia/dysgraphia, Autism, and other high-incidence, related learning differences in a  high-challenge/high-support environment with skillfully, differentiated instruction. A Winston teacher is highly collaborative and committed to designing and adapting instruction to meet a range of student learning needs and interests. They are skilled in establishing strong relationships with students and provide effective and consistent communication with parents regarding students’ behaviors, academic concerns, and progress. 

Teaching Responsibilities

• Provide direct, differentiated instruction for students in upper school history courses, in grades 9-12.  
• Additional courses (i.e., electives) are assigned in consultation with the Head of Upper School.
• Accommodate and meet the needs of a range of neurodivergent students with dyslexia, dysgraphia, dyscalculia, ADD/ADHD, and other executive functioning and processing challenges, in alignment with each student’s learning profile.
• Identify, select, modify, and create instructional resources to meet the needs of students with varying backgrounds, learning styles, and learning needs, in collaboration with upper school colleagues. 
• Promote a growth mindset and supportive learning environment for all students.
• Design, plan and implement a curriculum that is grounded in research-based practices in social studies and history. 
• Use classroom management systems that are focused on students’ social emotional needs and self-regulation.
• Create and cultivate a positive environment that encourages students to actively participate.
• Provide effective and consistent communication with parents and the school’s Student Support Team regarding students’ behaviors, academic progress, and social-emotional development.
• Model professional and ethical standards when working with students, families, colleagues, and the community. 
• Perform supervisory duties as assigned, attend and participate in professional learning opportunities, and/or engage in other school-related duties as appropriate.

Professional Responsibilities for Winston Employees

• Advance the mission, vision, and values of The Winston School.
• Provide an example of punctuality and attendance for all meetings, in-services, parent-teacher conferences, open houses, etc. 
• Supervise and maintain informal contact with students and staff members in the commons, hallways, classrooms, etc.
• Ensure the safety of students and be prepared to respond to or manage a crisis situation (e.g., fire alarm, building evacuation or lock-down, etc.).

Instructional Responsibilities

• Oversee and foster the academic, social, and character development of each student.
• Develop lessons that promote problem solving, creativity, critical thinking, collaboration, and effective communication skills.
• Structure lessons that encourage risk-taking and model life-long learning.
• Actively involve students in the classroom through hands-on, experiential learning.
• Show key competencies in subject area and demonstrate academic excellence.
• Demonstrate the ability to plan, organize, and implement instruction.
• Monitor student progress and potential.
• Maintain accurate student records and documentation in a correct and timely manner.
• Differentiate and tailor pacing to student needs based on individual student learning profile and diagnostic needs.
• Employ a variety of instruction and assessment methods and techniques to motivate and address student differences.
• Include the use of technology when appropriate to enhance learning.

Community Expectations

• Display exceptional integrity at all times and be a role model for students.
• Actively participate in all-employee, divisional, committee (as assigned), and department meetings, divisional initiatives, curriculum review process, and evaluation of curriculum and programs.
• Support colleagues and show leadership with peers.
• Perform other duties and assume other responsibilities, as requested, by the Division Head and/or Head of School or as deemed necessary for safe and efficient operation of the school to fulfill the mission of The Winston School.

Qualifications / Experience

• Bachelor’s Degree in History, or related field.
• Preparation and/or training in teaching children with learning differences. 
• Teaching certification preferred with certification in teaching History, grades 6-12.
• At least three years of teaching  experience in grades 9-12; experience teaching and managing neurodivergent classrooms is a must!
• Excellent communication and interpersonal skills and the ability to connect with young people, families, and community members. 
• A commitment to fostering an inclusive, supportive environment  for all students, as well as, the ability to motivate and inspire student-athletes. 

The ideal candidate has: 

• Master’s Degree in History, or related field, with specific preparation in teaching students with learning differences.
• Demonstrated organizational skills and the ability to multi-task across teaching, managing activities, and coaching duties. 
• Strong work ethic, positive sense of humor, and a commitment to continuous improvement and learning.
• An “all-in” approach to teaching and being a part of a school community - willing to attend community events, be an active member of the community, and engage in the life of a school! 

Please submit a cover letter addressing your interest and qualifications for the position, a current resume, and contact information for at least three (3) professional references to the Head of School, Dr. Jenn Milam ([email protected]). 

Applicants from diverse backgrounds are encouraged to apply as The Winston School is dedicated to better reflecting our student body and the DFW area through this addition to our exceptional faculty and staff.

Priority review of applications will begin November 15, 2025 and will continue until the position is filled. 

About The Winston School

The Winston School is a small college preparatory school designed to maximize the potential of bright students who learn differently®. Through individualized learning strategies, our students are empowered to confidently meet the challenges of tomorrow. 

At the Winston School, students gain the learning skills and self-reliance to succeed in college and throughout life. Serving children in grades K-12, Winston challenges its students to achieve in an environment that not only supports but also celebrates their individuality and creativity.

Position Description

This full-time position in Middle School English Language Arts requires an individual who is skilled in teaching students with ADHD, dyslexia, and other high-incidence, related learning differences through multisensory and differentiated instruction. The classroom teacher is highly collaborative and committed to designing and adapting instruction to meet a range of student learning needs and interests. They are skilled in establishing strong relationships with students and provide effective and consistent communication with parents regarding students’ behaviors, academic concerns, and progress. The classroom teacher is responsible for organizing and implementing a rigorous and differentiated instructional program in the middle grades (6-8). The Middle School English/Language Arts teacher is responsible for teaching reading, writing, speaking, grammar, and effective communication while being attentive to the integration of social-emotional learning and sensory regulation. 

Primary Responsibilities

• Provide direct, differentiated instruction for students, focusing on 21st century skills like collaboration, critical thinking, and problem solving. 
• Accommodate in the classroom and meet the needs of a range of neurodivergent students with dyslexia, dysgraphia, dyscalculia, ADD/ADHD, and other executive functioning and processing challenges. 
• Identify, select, modify, and create instructional resources to meet the needs of students with varying backgrounds, learning styles, and learning needs, in collaboration with middle school teammates. 
• Serve as Middle School advisor and assist with field trips, clubs, activities, and other extracurricular opportunities
• Design, plan and implement curriculum that is grounded in research-based practices and responsive to students with diverse learning profiles. 
• Integrate technology into the curriculum following best practices.
• Use classroom management systems that are focused on students’ social emotional needs and self-regulation.
• Create and cultivate a positive environment that encourages students to actively participate in their own learning.
• Provide effective and consistent communication with parents and the school’s Student Support Team regarding students’ behaviors, academic progress, and social-emotional development.
• Model professional and ethical standards when working with students, families, colleagues, and the community. 
• Perform supervisory duties as assigned, attend and participate in professional learning opportunities, and/or engage in other school-related duties as appropriate.

Qualifications / Experience

• Bachelor’s Degree in English, middle grades education, special education, or related field required. 
• Teaching certification preferred with certification in the Science of Reading (or coursework/professional learning toward certification)
• Graduate degree or extensive graduate work in the field of Special Education or learning differences/neurodiversity is preferred. 
• Minimum of 2-4 years classroom teaching experience.
• Experience teaching students with Learning Differences. 
• Proficiency with instructional technology, especially Google Suite and various learning management systems.
• Strong work ethic, sense of humor, and commitment to continuous improvement and learning

Please submit a cover letter addressing your interest and qualifications for the position, a current resume, and contact information for at least three (3) professional references to Dr. Jenn Milam, Head of School, at [email protected]. 

Priority review of applications will begin March 16, 2026, and will continue until the position is filled. To view a printer-friendly copy of this job description, go here.