What kind of teachers do we seek out? Those who believe the current state of elementary education isn’t good enough. Those who want to be part of building a new model. 

In a few years, we have grown to serve nearly 400 students in grades k-4. Our coherent, content-rich approach is more rewarding, for teachers and students alike. Our results on standardized exams are promising.

Our staff come from a range of backgrounds and experiences, but we all aim to work effectively and have fun.

We are always happy to hear from potential colleagues. 



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.





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. Thus far approximately 80% of ICS students meet or exceed Dibels’ grade level benchmarks in English.




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. 

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.