Revolution School

Revolution School, a day high school in Philadelphia that welcomed its founding class in September 2019, enrolls fewer than 100 students. The school operates without religious affiliation and builds its curriculum around experiential learning and community partnerships. Its model asks students to co-create their academic journey—a framework that reshapes what teaching looks like at the secondary level.

Faculty here design courses around real-world investigation rather than fixed textbooks. This means teachers become curriculum architects, working with small cohorts to build projects that connect classroom work to Philadelphia's neighborhoods and institutions. American Sign Language and French anchor the school's commitment to linguistic diversity. The experiential approach demands educators comfortable with flexibility—willing to adjust lessons based on student inquiry and emerging community opportunities.

Teaching at a new school carries distinct trade-offs. Small enrollment means each hire shapes school culture directly. Faculty influence curriculum decisions faster than at larger institutions. The financial side is less settled; recent data shows limited net assets and flat fundraising growth. Compensation details and benefits structures remain modest compared to established schools.

Current hiring spans teaching positions across disciplines, with priority given to faculty who facilitate project-based learning and sustain community partnerships. Administrative and support staff roles open as enrollment grows.

For educators drawn to experimental pedagogy and willing to build a school's identity from scratch, this Philadelphia opportunity offers unusual influence over curriculum and daily culture. The work is unsettled and demands resilience, but the stakes of each decision are visible.