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At the Harley School

Located in Brighton NY, and founded in 1917, Harley enrolls approximately 500 students in Nursery through Grade 12. Our rigorous academic programs and exceptional fine arts curriculum are combined with unique offerings (hospice, glass studio, biomimicry), a commitment to experiential service learning, a deep commitment to the centrality of the student voice, and a nurturing environment for young people. The School is committed to diversity and the education of students in a global perspective.

For most positions, resumes are reviewed until the successful candidate is found. Due to the volume of applications, we regret that we will not acknowledge receipt of every application. Only candidates of interest are contacted.

The Harley School is an Equal Opportunity employer and welcomes candidates who add to our diversity.

The following employment opportunities are available at The Harley School:

Learn more about our Head of School search HERE

Middle School English Teacher

The Harley School, a Nursery through Grade 12 independent school in Rochester, New York, with approximately 520 students, seeks a full-time Middle School English teacher for 2024-2025 to support students in Grades 5-8. 

The Middle School English teacher will work with students, faculty, staff, and parents to promote the social, emotional, and academic success of students. Through an integrative and collaborative approach, the ideal candidate will promote a safe, healthy, and supportive learning environment that strengthens connections between home, school, and community. 

Every candidate is expected to demonstrate a commitment to engaging in ongoing DE & I work, including their own professional growth, the integration of a culturally responsive curriculum and pedagogy, and continued learning opportunities. Salary Range from $44,500 to $61,000 depending on experience.

Duties and Responsibilities:

  • Contributing positively to a student-centered culture focused on learning and growth
  • Teaching multiple sections of English across Grades 5-8 in a developmentally appropriate manner
  • Serving as an advisor in the Middle School Advisory program
  • Working and communicating effectively with parents/guardians in formal and informal conferences, written reports/emails and newsletters
  • Creating an inclusive classroom environment through regular class meetings, supportive interactions with students, and clear expectations for community behavior
  • Collaborating and liaising with other professionals to discuss individual student needs
  • Evaluating and accurately communicating student progress and learning plan
  • Collaborating with other Middle School teachers, educators, specialists, and staffmembers to develop curriculum, plan trips or special projects, and support students
  • Performing other related duties as assigned by the Head of School and Head of Middle School

Qualifications and Competencies:

  • Excellent interpersonal skills, cultural competencies, and demonstrated ability to build and sustain positive and respectful relationships with a commitment to adolescent education
  • Commitment to continual growth in understanding personal biases and role within societal systems
  • Enthusiasm to become part of our vibrant school community, broadly engaging with students and colleagues
  • Knowledge of effective instructional strategies, differentiated instruction, discipline-specific and interdisciplinary learning, using a student-centered approach, creating an environment that values student voices and the ability to learn and implement new instructional practices over time
  • Current knowledge of all subject area content
  • Ability to collaborate with parents/guardians to develop individualized support and appropriate scaffolding for students using a variety of assessment methods and feedback systems.
  • Commitment to nurturing the whole child by caring for the emotional and social needs of each student and experience working as an advisor
  • Strong interpersonal skills and the ability to build positive relationships with students, families, and colleagues
  • Excellent organizational and time management skills
  • Flexibility and adaptability to meet the diverse needs of students and our community
  • Knowledge of Microsoft Office, educational software such as Google Suite, Blackbaud/Education Edge, and the ability to learn new and evolving technology
  • Possess the minimum of a Bachelor’s Degree from an accredited college or university, with graduate degree and/or teaching credential preferred
  • Strong written and verbal communication skills

To Apply:

In the interest of promoting a diverse and inclusive workforce, The Harley School welcomes candidates from all backgrounds and identities. Our School’s mission statement begins, “We are a diverse, inclusive community of learners.” Along with a cover letter and résumé, we ask that you provide a personal statement describing how you see yourself promoting diversity and inclusivity as part of the Harley community.

Submit a cover letter, resume, and diversity statement to jobs@harleyschool.org and include Middle School English Teacher in the subject line.

Lower School Classroom Teacher (Grades K-4)

The Harley School is seeking applications from qualified persons for multiple classroom teaching positions in the Lower School. The classroom teacher will work closely with a co-teacher, the Lower School division head, the faculty, and parents/caregivers. Salary Range from $44,500 to $61,000 depending on experience.

Qualifications for the teacher position:

Every candidate is expected to demonstrate a commitment to engaging in ongoing DE & I work, including their own professional growth, the integration of a culturally responsive curriculum and pedagogy, and continued learning opportunities.

Duties and Responsibilities:

  • Contributing positively to a student-centered culture focused on learning and growth
  • Creating an inclusive classroom environment through regular class meetings, supportive interactions with students, and clear expectations for community behavior
  • Collaborating and liaising with other professionals to discuss individual student needs
  • Evaluating and accurately communicating student progress and learning plan
  • Collaborating with other lower school teachers, educators, specialists, and staff members to develop curriculum, plan trips or special projects, and support students
  • Performing other related duties as assigned by the Head of School and Head of Lower School

Qualifications and Competencies:

  • A warm, caring individual who has demonstrated a specific interest in teaching young children through previous experience with this age group (4-10 year olds).
  • Excellent interpersonal skills, cultural competency, and demonstrated ability to build and sustain positive and respectful relationships with a commitment to childhood education
  • Commitment to continual growth in understanding personal biases and role within societal systems
  • Enthusiasm to become part of our vibrant school community, broadly engaging with students and colleagues
  • Knowledge of effective instructional strategies, differentiated instruction, discipline-specific and interdisciplinary learning, using a student-centered approach, creating an environment that values student voices and the ability to learn and implement knew instructional practices over time
  • Commitment to a responsive and community-centered classroom
  • Ability to collaborate with parents/guardians to develop individualized support and appropriate scaffolding for students using a variety of assessment methods and feedback systems.
  • Commitment to nurturing the whole child by caring for the emotional and social needs of each student 
  • Strong interpersonal skills and the ability to build positive relationships with students, families, and colleagues
  • Excellent organizational and time management skills
  • Flexibility and adaptability to meet the diverse needs of students and our community
  • Knowledge of Microsoft Office, educational software such as Google Suite, Blackbaud/Education Edge, and the ability to learn new and evolving technology
  • Possess the minimum of a Bachelor’s Degree from an accredited college or university, with graduate degree and/or teaching credential preferred
  • Strong written and verbal communication skills
  • 3+ years of teaching experience

To Apply:

In the interest of promoting a diverse and inclusive workforce, The Harley School welcomes candidates from all backgrounds and identities. Our School’s mission statement begins, “We are a diverse, inclusive community of learners.” Along with a cover letter and résumé, we ask that you provide a personal statement on how you see yourself promoting diversity and inclusivity if you join the Harley community.

Submit a cover letter, resume, and diversity statement to jobs@harleyschool.org and include Lower School Teacher in the subject line.

Learning Support Teachers & Advisors

The Harley School has multiple opportunities for part-time and full-time, certified special educators/learning specialists for the 2024-25 school year in the Lower, Middle, and Upper School ages. The responsibilities for the position include providing academic support for a grade band of students with learning differences. The role could include an advisory opportunity with MS or US students. The successful candidate will work closely with the Division Head, the Department Chair of the Student Support Program (SSP), the faculty, and parents in order to support and empower students. 

Every candidate is expected to demonstrate a commitment to engaging in ongoing DE & I work, including their own professional growth, the integration of a culturally responsive curriculum and pedagogy, and continued learning opportunities. Salary Range from $44,500 to $61,000 depending on experience.

Qualifications and Competencies:

  • Excellent interpersonal skills, cultural competency, and demonstrated ability to build and sustain positive and respectful relationships with a commitment to adolescent education
  • Commitment to continual growth in understanding personal biases and role within societal systems
  • Enthusiasm to become part of our vibrant school community, broadly engaging with students and colleagues
  • Knowledge of effective instructional strategies, differentiated instruction, discipline-specific and interdisciplinary learning, using a student-centered approach, creating an environment that values student voices and the ability to learn and implement knew instructional practices over time
  • Partner proactively with faculty and administration to support students with different learning styles and diverse learning needs to access the curriculum. 
  • Observe and evaluate individual students displaying academic or behavioral difficulties and assess their learning strengths and challenges. 
  • Engage in whole-class and small-group instruction, as needed. 
  • Develop and write Harley Student Learning Plans and student accommodation and personalized IEPs with long-term goals and specific objectives. 
  • Provide regular written student-progress reports to the school and parents with assessment results and recommendations of diagnostic testing and programs for learning-related issues. 
  • Maintain confidential student records and keep accurate documentation of services, meetings, and assessments. 
  • Work with teachers to coordinate and attend parent conferences, as needed.
  • Recommend in-school and community resources for identified students.
  • Work with professionals outside the school to support students. 
  • Coordinate and facilitate communication between student, family, school, and other involved professionals. 
  • Ensure seamless instruction and support throughout the day to benefit students receiving IEP and SSP services. 
  • Assume case management responsibilities for students with IEPs and Harley Learning Plans. 
  • Secure testing accommodations for qualifying students.
  • Potentially serve as homeroom/advisory teacher for a small group of students.
  • Network with learning specialists at other independent schools. 
  • Pursue professional development opportunities; attend conferences and professional meetings in order to remain current with educational trends. 
  • Partner proactively with faculty and administration to support students with different learning styles, and teachers in their efforts to advance students with different learning needs, including providing professional development and coaching as needed. 
  • Participate in committee, department, and faculty meetings, as well as school-sponsored events that would benefit from your area of expertise. 
  • Be involved in the school community at large. 
  • Assume responsibility for other projects as assigned by the Head of School and Division Heads. 
  • Knowledge of Microsoft Office, educational software such as Google Suite, Blackbaud/Education Edge, and the ability to learn new and evolving technology

Requirements: 

  • Bachelor’s degree in Education (special education, literacy, or related field); graduate degree preferred 
  • Certification in special education 
  • Knowledge of and experience with developmental and learning differences (e.g. reading challenges, speech/language difficulties, autism, executive functioning challenges, etc.), psycho-educational tests, reports, and assistive technology 
  • Knowledge of administering and interpreting assessments and test results, academic achievement and diagnostic testing 
  • Experience drafting IEPs with authentic PLEPS and aligned goals 
  • Adeptness at recording and collecting student data to identify specific learning needs and strategies 
  • Strong networking skills to ensure access to resources in the broader community
  • Full understanding of differentiated instructional strategies across the curriculum
  • Excellent written and oral communication skills 
  • 3+ years of teaching experience and a learner’s mindset 
  • Detail oriented, resourceful, discreet, and tactful 
  • Enthusiastic about collaborative learning; creative and innovative when working with diverse learners and faculty 
  • Ability to be flexible; can “monitor and adjust” to promote optimal learning and a collegial atmosphere 
  • Sense of humor, patience, and demonstrated ability to work with/relate to Early Childhood, Elementary, or adolescent age students 

To Apply:

In the interest of promoting a diverse and inclusive workforce, The Harley School welcomes candidates from all backgrounds and identities. Our School’s mission statement begins, “We are a diverse, inclusive community of learners.” Along with a cover letter and résumé, we ask that you provide a personal statement on how you see yourself promoting diversity and inclusivity if you join the Harley community.

Submit a cover letter, resume, and diversity statement to jobs@harleyschool.org and include Learning Support teachers in the subject line.

Upper School Counselor

The Harley School, a Nursery through Grade 12 independent school in Rochester, New York, with approximately 520 students, seeks a full-time Upper School Counselor for 2024-2025 to support students in Grades 9-12. 

The Upper School Counselor will work with students, faculty, staff, and parents to promote the social, emotional, and academic success of students. Through an integrative and collaborative approach, the ideal candidate will promote a safe, healthy, and supportive learning environment that strengthens connections between home, school, and community. 

Every candidate is expected to demonstrate a commitment to engaging in ongoing DE & I work, including their own professional growth, the integration of a culturally responsive curriculum and pedagogy, and continued learning opportunities. Salary Range from $44,500 to $61,000 depending on experience.

Responsibilities: 

  • Provide responsive services—such as individual and small-group counseling—to meet adolescent students’ immediate needs and concerns 
  • Lead wellness programming that helps students develop healthy coping and decision-making skills 
  • Collaborate with school leadership and faculty to create advisory content
  • Teach/co-teach courses focusing on SEL concepts, skills and strategies
  • Identify students in crisis or those at-risk to guide emergent problem-solving by faculty,  staff and parents 
  • Serve as a resource and consultant for faculty, staff, and families on mental health,  adolescent psychology, social-emotional growth, and learning differences 
  • Communicates and coordinates with administration and faculty about SEL-related concerns, issues, and events
  • Support restorative practices in small- and large-group
  • Serve as a key member of the Upper School leadership team and the Admissions Committee
  • Conduct in-service and parent programs as requested 
  • Provide referrals to outside services and collaborate with school staff, parents, and  outside professionals/agencies in planning to meet the needs of individual students 

Qualifications and Competencies:

  • Excellent interpersonal skills, cultural competency, and demonstrated ability to build and sustain positive and respectful relationships with a commitment to adolescent education
  • Commitment to continual growth in understanding personal biases and role within societal systems
  • Enthusiasm to become part of our vibrant school community, broadly engaging with students and colleagues
  • Ability to collaborate with parents/guardians to develop individualized support and appropriate scaffolding for students 
  • Commitment to nurturing the whole child by caring for the emotional and social needs of each student and experience working as an advisor
  • Strong interpersonal skills and the ability to build positive relationships with students, families, and colleagues
  • Excellent organizational and time management skills
  • Flexibility and adaptability to meet the diverse needs of students and our community
  • Knowledge of Microsoft Office, educational software such as Google Suite, Blackbaud/Education Edge, and the ability to learn new and evolving technology
  • Possess the minimum of a Bachelor’s Degree from an accredited college or university, with graduate degree and/or teaching credential preferred
  • Strong written and verbal communication skills
  • Ability to interpret educational and psychological testing results and help others utilize  such data 
  • Master’s degree in school counseling, psychology, or social work; must possess or have  the ability to obtain New York State Certification 
  • Knowledge of differentiated instruction based on student learning needs 

To Apply:

In the interest of promoting a diverse and inclusive workforce, The Harley School welcomes candidates from all backgrounds and identities. Our School’s mission statement begins, “We are a diverse, inclusive community of learners.” Along with a cover letter and résumé, we ask that you provide a personal statement on how you see yourself promoting diversity and inclusivity if you join the Harley community.

Submit a cover letter, resume, and diversity statement to jobs@harleyschool.org and include Upper School Counselor in the subject line.

Extended Day/Vacation Camp Childcare Worker

The Harley School seeks a Childcare worker in the Extended Day/Vacation Camp program. Extended Day is part-time Monday – Friday, 2:50- 6:00 p.m. Vacation camp hours are usually during school holidays and maybe in addition to regular Extended Day hours. Salary starting at $15 per hour.

Qualifications:

  • Over 18.
  • Experience working with children 3 yrs. – 11 yrs.
  • Dependability, communication skills, and an excellent work ethic.
  • Ability to accept guidance and supervision.
  • Current CPR and First Aid certifications are preferred but not required.
  • Must pass a criminal background check.
  • Creates a safe, friendly environment in the childcare area with quality supervision, focused attention, and caring service for the parents and their children.
  • Ensures registration and check-in/check-out procedures are followed.
  • Responds to each individual child’s needs promptly.
  • Supervises the use of toys and supplies and notifies the supervisor of supply needs, repairs, or replacements.
  • Maintains a clean, orderly area, picking up as needed and sanitizing toys as instructed.
  • Promotes a respectful community among the children, resolving conflict through appropriate words and actions.
  • Notifies supervisor of issues relating to each child (e.g. illness, crying, and conflict).
  • Promotes the health of all children by notifying the supervisor when child(ren) are ill and by being responsive to known health conditions such as allergies and asthma.
  • Exhibits good listening skills when conflict or discipline issues arise and problem solves professionally. Defers to the supervisor if issues need further resolution.
  • Reports any accidents or injuries immediately.

To Apply:

In the interest of promoting a diverse and inclusive workforce, The Harley School welcomes candidates from all backgrounds.  Our School’s mission statement begins, “We are a diverse, inclusive school.”  Along with a cover letter and résumé, we ask that you provide a personal statement on how you see yourself promoting diversity and inclusivity if you join the Harley community. 

Please send all inquiries and/or resumes to jobs@harleyschool.org.

    All Divisions – Instructional Substitutes

    The Harley School is seeking substitute teachers to provide per diem instructional services in various subject areas for its Lower, Middle and Upper School Divisions (Nursery (age 3) through Grade 12). Bachelors degree required. New York State teacher certification preferred, but not required. Candidates must be punctual and dependable; demonstrate professional demeanor; possess strong interpersonal and organizational skills; and the ability to interact effectively with faculty and students. Salary Range form $125 to $150 a day depending on experience. 

    To apply, submit the following to jobs@harleyschool.org:

    • Cover letter indicating the grade levels and subject areas in which you prefer to work
    • Resume
    • At least one reference letter
    • Proof of completion of Bachelor’s degree (transcript or the degree certificate itself)
    • If applicable, New York State teaching certificate or valid certification from another state
    • Equal Employment Opportunity

    The Harley School is an equal opportunity employer, and does not unlawfully discriminate on the basis of race, color, religion, sex, national origin, marital status, age, sexual orientation, gender identity characteristics or expression, disability, medical condition, U.S. Military or veteran status in recruiting, hiring, training and promoting. All other aspects of employment such as compensation, benefits, terminations, training, tuition assistance, etc., shall continue to be administered so as to reflect the above policy.

    The Harley School

    1981 Clover Street
    Rochester, NY 14618
    (585) 442-1770

    2024 Niche Best Schools

    ©2023 The Harley School

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    College Counseling

    Harley’s Approach to College Counseling is highly individualized and student-centered. Students have direct access to college counselors throughout their Upper School experience, but really, each student is part of a team including faculty, administration, and staff. It’s our job to support each student and we want nothing more than to send students on to the next step of their journey at a right fit school for them. The student centered and driven process is wrapped in care, expertise, and professionalism.

    We host college reps during times students are available (no need to miss a class) so they can make connections and learn more about potential schools. We also arrange campus visits for classes as field trips, host an alumni college day (where recent Upper School graduates return to share advice and answer questions), and help connect students with our international alumni network. In fact, representatives from schools all over the world actively seek opportunities to come to Harley and meet with our students!

    Our college counselors are accredited and are part of national/global conversations on admission trends. They also attend and present at conferences across the country.

    Beginning with our Grade 11 parent night, we offer informational sessions for parents, including one devoted just to financial aid. Our partnership with families is critical, as the college admissions world changes very quickly and having an expert to guide students and families through the process is essential.

    View the downloadable College Counseling Guide

    Clubs

    “Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

    A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

    Athletics

    ​Each and every year, students at The Harley School participate in HAC Athletics, and their success continues to be impressive, both as students and athletes. Our athletic program is an integral part of Harley, teaching student-athletes invaluable lessons about teamwork, time management, persistence, and competition.  Our program allows them to develop physically, mentally, socially, and emotionally as they represent their school on and off the field. They grow, mature, and work hard to be the best teammate they can, while creating lifelong memories with teammates who often remain friends for life. 

    Helping our athletes to reach their potential are some of HAC’s best assets: our coaches. More often than not, they are drawn from the ranks of our faculty and  have a deep understanding of the personalities and abilities of the student-athletes on their teams.  

    We strive to find the right balance of academics, exercise, and personal growth for everyone.  By offering a variety of sports at many different levels, all student-athletes find a sport they can be successful in. It is with great pride and pleasure that my team and I work to enrich the athletic lives of all our HAC student-athletes. Go Wolves! 

    To learn more check out our athletics page.

    Student Leadership

    Our Upper School is filled with formal and informal opportunities for students to take on leadership roles. Whether following passions or learning new skills, student-driven opportunities take many shapes.

    – Independent study: one trimester, full year, and multi-year projects have included automating our solar chimneys, coding handmade musical instruments, or developing a class on financial literacy for underserved high school students.

    – Serving on student council

    – STEM: Climate curriculum program, biomimicry program, NASA Hunch program

    Clubs

    “Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

    A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

    Hospice

    Unlike this class, death is not an elective. Although it is one of two universal human experiences, our culture often ignores, denies, or misconstrues the true nature of death and dying. What happens when we bear witness to this natural process in the cycle of life and develop our ability to be fully present with others when they need us more than ever? It has the potential to change us deeply and fundamentally while shining a brilliant light on the path of our own lives.

    With the support of their classmates, teacher, and comfort care home communities, senior students are offered the chance to care for others who truly need their purposeful, non-judgmental attention. In the home-like setting of a comfort care home, opportunities for learning extend beyond a traditional classroom rubric and conventional methods of evaluation. In this course, students will certainly find tangible “learning outcomes” by studying the medical/physical processes associated with dying and the basic nursing assistant skills of comfort care. The ultimate goal, however, will always be rooted in true relationships and connection, which occurs only through empathy and compassion.

    Learn more about the Hospice Program at Harley HERE.

    Capstone/Independent Studies

    This program utilizes environmentally-focused approaches to education and hands-on learning in order to foster the next generation of leaders through a lens of sustainability and problem-solving.

    Food & Farm: These year-long and trimester-long classes are held outside as much as possible, allowing students to become leaders in our various growing spaces. They cover environmental justice issues as well as hands-on work such as planning and overseeing planting, harvesting, and preparation of the gardens.

    Past year-long focus projects have included: Creating a native plant shade garden in the Wild Wood area, redesigning our hydroponic system, overhauling Harley’s high tunnel, and improving the irrigation system for the MicroFarm.

    Culinary Arts: These classes have a two-fold purpose: to give students practical skills in cooking and the science behind different techniques in the kitchen, learning about food justice, food sourcing, labor topics, and sustainability.

    Past topics have included: Examining a plant-based diet, looking at the carbon footprint of different meals and food preparation methods, proposing a low carbon footprint menu to the dining hall, links between food labeling and environmental issues of food production.

    Beekeeping: This one trimester class provides hands-on training in beekeeping, how to be a beekeeper, and safety and other techniques for working with bees. Once trained students help with all aspects of Harley beekeeping such as hive inspections, honey collection and extraction, and teaching students in Lower School about our hives.

    Students pick a research topic addressing honeybee health and the larger environmental picture.

    Social Justice

    At Harley, our students learn how to evaluate social systems in order to identify complex problems in society through a lens of social justice. They take a hands-on approach to working for a fair, equitable society by researching, exploring and evaluating different perspectives, and offering solutions—both theoretical and practical.

    Our faculty integrate social justice into our broader curriculum to assist students in gaining a foundational knowledge about what makes a democracy function. By gaining skills in ideating supportive pathways they become more exposed and experienced to how communities can undergo healing and restorative actions.

     

    Capstone/Independent Studies

    Students may create independent studies with supervising teachers throughout their Upper School experience or, during Grade 12, they can design Capstone projects—intensive collaborations with Harley faculty and off-campus mentors—involving rigorous academic study and culminating in public presentations. They are empowered to create their own curriculum, set goals, and work on time management skills in order to accomplish their objectives.

    Independent Studies run the gamut from The Psychology of Sports to Furniture Design to The Neuroimaging of Alzheimer’s Disease. Capstones, meanwhile, are as diverse as the students who pursue them: Fictional Rochester, Autobiographical Art, Biomimicry Education, Organic Fuel, and Rochester Refugees. 

    Indicative of Upper School curiosity and creativity, pursuits such as these distinguish our graduates in college. Through deep dives of this sort, Harley students master more than speaking, writing, and computing: they learn to communicate, advocate, collaborate, organize, listen, and empathize. 

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