ICS teachers are dissatisfied with the current state of elementary education. They are curious and excited to be part of a different approach. They use a coherent and content-rich curriculum to reach 400 children in grades k-4.

Like our students, our staff come from a range of backgrounds and experiences, but we all aim to work effectively and have fun. For 2018-19 all teaching positions are filled, but we are always happy to hear from potential colleagues.

Below are more details about our curriculum, our student body and our staff. At the bottom of the page are links to apply for specific roles.


ICS uses the Core Knowledge Language Arts Curriculum for English instruction and Eureka for Math. Critical to students’ future success is the systematic, synthetic approach to teaching phonics in the early grades (known as ‘skills’) and the inter-related domains that cover history, literature, science and a range of engaging, age-appropriate topics (known as ‘listening and learning’.)  As we grow, we are increasingly seeing how English comprehension even affects success in math. While teachers are given a wide degree of freedom to plan how the math and English programs are implemented, ICS expects the lessons’ content to be delivered with fidelity.

ICS is strongly committed to our students’ socio-emotional growth. We use the Responsive Classroom model to inform our approach, seeking to nurture students’ intrinsic motivation to act within community norms rather than rely heavily on extrinsic motivators like color charts or reward points.

ICS monitors student progress using a range of formative and summative assessments. We test 3rd -8th grade students in English and Math each Spring, but we work hard to ensure instruction is not driven by state tests, which we see as but one measure of our progress. In grades k-3 we use Dibels to monitor early literacy skills and identify children needing additional supports. This Spring the median student scored in the 77th percentile in English, up from the 58th percentile in June 2016. 65% of students made experienced more than typical growth in their scores last year; just 15% had less than typical growth.


The diverse ICS student body reflects the dynamic nature of our Brooklyn neighborhood. About 33% of our students qualify for free or reduced-price lunch; we estimate half of our students live in households with family income of $60,000 or lower. In a district where most schools are either homogenously black and brown or homogenously white, ICS is racially and ethnically balanced. (see table, left) At home, our families speak Albanian, Arabic, Croatian, Dutch, English, French, German, Greek, Hebrew, Italian, Japanese, Korean, Khmer, Mandarin, Norwegian, Portuguese, Russian, Spanish, Swedish, and Turkish.

Routine contact with students and families from across the world gives ICS students a  sophisticated and mature cultural understanding. We celebrate our students’ individuality so they feel comfortable maintaining their cultural heritage and values. Our curriculum helps students build both historic and contemporary knowledge of the world. ICS is an inclusive school, offering ICT on every grade and a range of therapy interventions. Currently 13% of students have an IEP. Over 800 students applied for 125 places this year, an increase of 23% over the prior year


The ICS faculty is experienced; we generally do not hire teachers for whom ICS is their first teaching job. As befits a growing school, the staff is also expanding rapidly as we grow.

Like most elementary schools, our staff is predominantly female but we have six male teachers and are always on the lookout for more. The staff share a common belief in the value of our approach to build a foundation for children, and to tend equally to their socio-emotional growth as much as their academic growth.  The staff are also uniformly well-respected by our families, and supported by the school administration. 


Click below to see how your experience aligns with our expectations. A short online application follows each job description. You will also be asked to upload a pdf of your resume.

Finance Director

Assistant Principal

Classroom Teachers

Special Education Teachers

Assistant Teachers

As an Equal Opportunity Employer, ICS policy and practice is to employ, retain, promote and otherwise treat all job applicants on the basis of merit, qualifications and competence.

We apply this policy and provide equal employment opportunity to all qualified persons without regard to an individual’s race, color, creed, religion, gender, gender identity, age, marital status, sexual orientation, national origin, veteran status, citizenship status, genetic predisposition, actual or perceived disability, or any other characteristic protected by federal, state or local law.

In compliance with Title IX of the Education Amendments of 1972 (20 U.S.C. § 1641, 34 C.F.R. § 106.9) ICS will not discriminate on the basis of gender.