Job Opportunities

We are so excited to announce that work is underway in developing some very important resources launching this fall 2020 and the following fall 2021. We are looking for great people to support the development of these important resources!

  • AHS Online (7–12): accredited and diploma-granting path! First day of school is August 24, 2020.
  • StudentGO (K–8): Students gather online each day for the Live Power Hour class discussion. Let us take care of history, literature, science, geography, art, and music! First day of school is August, 31 2020.
  • Guide-on-the-Side Math (PreK-6): Combining the best of a traditional Saxon approach with digital learning and master-teacher instructional videos allowing mom to be the guide by the side instead of full-time teacher! (coming fall 2021)
  • Guide-on-the-Side Language Arts (PreK–6): Completely comprehensive approach including phonics-based reading and spelling, excellent writing and grammar, with speaking, listening, digital literacy, and more, supported by instructional master teacher videos allowing mom to be guide on the side! (coming fall 2021)

To apply for any of the jobs below, please review the job and specific application details (if any), and send requested application to Peter Knecht at pknecht@ahsmail.com. With exception of the Power Hour Coach job, compensation is between $15 and $30 per hour based on the specific job and experience.

“Written Portfolio 9” Learning Coach (At home, two positions open)


We are looking for great Learning Coaches to coach our new AHS Online “Written Portfolio 9” course. In this course, students will come to experience writing as a relational activity. Not one done in isolation, but a process used to build the kinds of relationships they care about—with their friends, family, college admission boards, future employers, and even their Heavenly Father. Students will explore key thematic questions: How can I as a writer argue more truthfully while respecting the agency of readers? How can I be persuasive but not manipulative? How can I balance humility and confidence in my approach to written argumentation? Students will focus on the value of writing in various forms and the critical thinking required to analyze the author’s intent, purpose, audience, tone, and so on. The students will use those same skills in both academic and creative writing. They will also practice writing in a variety of genres and for a variety of purposes and readers—emails, argumentative essays, literary analysis essays, poetry, short stories, research papers, résumés, summaries, tributes, and so on. They will experience writing as a process of revision and empathic anticipation, and they will become more sensitive to the elements of language that enhance communication—voice, word choice, sentence structure, organization, and conventions. The course is organized principally as a writers’ workshop.

The Learning Coach will need to grade assignments and conduct online class discussions with groups of 24 students and 1-on-1 coaching sessions with each student. This is an at-home job requiring about 10 hours of work per week per group, from August 24 to May 31. If the candidate wants to coach two groups of students, then would commit to 20 hours per week. We need someone who loves to learn, is not intimidated by learning new things, motivates students to learn with enthusiasm and curiosity, and likes to give feedback that is accurate, encouraging, and adapted to push students to their best level of performance.

The following outlines the expected responsibilities of a Learning Coach:

  1. Attend a one-day training workshop for Learning Coaches before the start of the school year, and four short feedback/training sessions during the school year.
  2. Grade all students’ assignments between their due date and the next live class (about 4 to 5 hours per week).
  3. Give feedback to students’ performance in their assignments.
  4. Prepare to conduct the weekly live class.
  5. Conduct the live class giving feedback to the class in general, asking and answering questions, encouraging students to answer each other’s questions, showcasing student’s exemplary work, conducting class discussions or projects, etc. (1 hour per week). (The live classes are scheduled for Mondays and/or Thursdays from 9 to 10 am MST.)
  6. Schedule and hold 10- to 15-minute 1-on-1 coaching sessions with each students every other week (about 3 hours per week).
  7. Adapt assignments to individual student’s needs if necessary.
  8. Hold students accountable for their learning commitments and plans.

Compensation: $9,000 per group per school year payable twice monthly.

“Reasoning Through Classical Mathematics” Learning Coach (At home, two positions open)


We are looking for great Learning Coaches to coach our new AHS Online “Reasoning Through Classical Mathematics” course. This course focuses on developing discipline reasoning skills by studying Euclid’s “Elements,” Archimedes’ “On the Measurement of the Circle,” and Abbott’s “Flatland.”

The Learning Coach will need to grade assignments and conduct online class discussions with groups of 24 students and 1-on-1 coaching sessions with each student. This is an at-home job requiring about 10 hours of work per week per group, from August 24 to May 31. If the candidate wants to coach two groups of students, then would commit to 20 hours per week. We need someone who loves to learn, is not intimidated by learning new things, motivates students to learn with enthusiasm and curiosity, and likes to give feedback that is accurate, encouraging, and adapted to push students to their best level of performance.

The following outlines the expected responsibilities of a Learning Coach:

  1. Attend a one-day training workshop for Learning Coaches before the start of the school year, and four short feedback/training sessions during the school year.
  2. Grade all students’ assignments between their due date and the next live class (about 4 to 5 hours per week).
  3. Give feedback to students’ performance in their assignments.
  4. Prepare to conduct the weekly live class.
  5. Conduct the live class giving feedback to the class in general, asking and answering questions, encouraging students to answer each other’s questions, showcasing student’s exemplary work, conducting class discussions or projects, etc. (1 hour per week). (The live classes are scheduled for Mondays and/or Thursdays from 9 to 10 am MST.)
  6. Schedule and hold 10- to 15-minute 1-on-1 coaching sessions with each students every other week (about 3 hours per week).
  7. Adapt assignments to individual student’s needs if necessary.
  8. Hold students accountable for their learning commitments and plans.

Compensation: $9,000 per group per school year payable twice monthly.

“Experiential Learning” Learning Coach (at home, one position open)


We are looking for great Learning Coach to guide our new AHS Online elective “Experiential Learning” course and students.

In this course students choose their own learning experience and adventure. The course can be taken multiple times, choosing different learning experiences. For example, if the family is planning a trip, the student and the Learning Coach could prepare a list of experiences to do during the trip and how to demonstrate learning. Likewise, students could choose from a variety of learning experiences they can perform right from home. Students meet with the Learning Coach 1-on-1 to plan the experience, determine assignments and deliverables to demonstrate learning, set deadlines, receive feedback, and review progress.

This is an at-home job requiring about 10 hours of work per student over a period of time (8 to 16 weeks). We need a coach who loves to learn, is not intimidated by learning new things, motivates students to learn with enthusiasm and curiosity, and likes to give feedback that is accurate, encouraging, and adapted to push students to their best level of performance.

The following outlines the expected responsibilities of the “Experiential Learning” course Learning Coach:

  1. Schedule 1-on-1 coaching sessions with each student.
  2. Hold an initial planning meeting to design/agree upon the learning experience (2 to 3 hours)
    1. Choose experience;
    2. Agree upon assignments, deliverables, grading rubric, deadlines;
    3. Schedule about 5 more coaching sessions (about 1 hour each)
  3. Grade student’s assignments (about 2 to 3 hours per student).
  4. Give feedback to students’ performance in their assignments.
  5. Conduct 1-on-1 coaching sessions with each student as scheduled (about 5 hours per student).
  6. Adapt plan and assignments to individual student’s needs as needed.
  7. Hold students accountable for their learning commitments and plans.
  8. Celebrate learning experience by having the student prepare, plan, and conduct a Learning Presentation with the Coach, parents, and other students (30 minutes per student).

Compensation: $250 per student

Master Teachers (on-campus or at home):


Core to each of the initiatives listed above is identifying master teachers—teachers who teach with passion of the subject taught and with a spirit aligned with the mission of American Heritage School. Master teachers must be comfortable and effective at recording their teaching for independent learning. To apply for a teaching position, select a lesson at FamilySchoolOnline.org that is appropriate for the age-level you would enjoy teaching most. With your cell phone, record a 5–10-min sample teaching video along with a short bio about you, your experience, your family, and your reason(s) for applying.

Learning Coaches (on-campus or at home):


Identifying great Learning Coaches is central to our new Live online gatherings. Many students (K-12) who are participating in student-led learning courses, will choose to join a weekly online gathering with small cohorts for lively discussion, student-sharing, and project work. If you love teaching in a Live environment, we hope you will apply for this job. Additionally, Learning Coaches provide 1-on-1 consultation for each student once per week and feedback and grading for ongoing assignments. A great application for this position will include a 5–10-minute recorded Zoom or Google Hangout guided learning session with students of the age you feel best coaching. Include a short bio about you, your experience, your family, and your reason(s) for applying.

Instructional Designers (on-campus or at home):


If you enjoy working independently, writing, being creative, and designing supporting resources for courses, this may be the job for you. Instructional Designers are needed to create problem sets, assessments, activities, and assignments for each course (math, language arts, and all current family school courses). Recorded master teaching, combined with age-specific assessments, learning interactives, and engaging activities, is critical when developing effective learning tools for independent learners. To apply for this position, please send a resume with your experience, interest, and reason(s) for applying.

Video Editors (on-campus or at home):


Each initiative listed above will require the recording of master teachers. These videos serve as the foundation for much of the independent learning portion of these courses. If you have experience editing videos in post-production and are interested in supporting this step in the curriculum development process, please apply. Applicants should be creative and have good attention to detail. To apply for this job, please send a resume with your experience, interest, samples, and reason(s) for applying.

Graphic Design (on-campus):


We are looking for graphic designers to develop and design supporting teaching resources and student consumables (i.e. handouts, worksheets, flashcards, children’s books, marketing material, etc.). If you have experience in graphic design and are looking for part-or full-time and can work from our school campus, this may be the job for you. Graphic design applicants should send a resume with experience, interest, and reason(s) for applying. Strong candidates will have an online portfolio demonstrating their experience that can be evaluated.

Power Hour Coaches (at home):


The Power Hour Coach job is a very important one for our new StudentGO independent learners! It is a part-service, part-paid position for 5–7 hours per week during the traditional school year (Sept–May). If you find yourself in a position where you can give back and support a Live, online, cohort of students, we need you—these students need you! Learning independently can be beneficial in many ways, but connection with a loving mentor and other students is an essential piece of an effective learning experience.

This high-touch, high impact kind of education is what makes American Heritage School and the worldwide outreach one that is truly unique. That said, it costs money to provide it—costs that many families can’t afford. Power Hour Coaching allows us to provide this kind of collaborative and supportive experience while keeping costs as low as we possibly can, so that students of all socio-economic backgrounds can participate. You become the constant “guide on the side” for a group of students throughout the school year, facilitating a meaningful and daily Power Hour discussion, while allowing students to share work, participate in teaching moments, and celebrating learning. It is a tremendously rewarding experience for coach and student, alike.

PreK–6 Math Curriculum Developers: (on-campus or at home):


Do you love math? Have you taught math for any PreK–12 grade? We are looking for curriculum writers for our new American Heritage Online Pre-K–12 math resources. Math and language arts resources have been the single most requested addition to existing Family School resources, and it’s time to execute these projects! If you feel uniquely qualified to develop supporting resources for any level of math, please apply.

PreK–6 Language Arts Curriculum Developers: (on-campus or at home)


Do you love language arts—teaching children to read or become strong writers? We are looking for curriculum writers for our coming American Heritage Online PreK–6 language arts curriculum. Language arts and math resources have been the single most requested addition to existing Family School resources, and it’s time to execute this project! If you feel uniquely qualified to develop supporting resources for any level of language arts, please apply.