There are three children.

The eldest child will be nearly eight at the time the role commences. She is described as very bright, focused, and intrinsically motivated, with a strong desire to do well academically. She demonstrates a high level of diligence and pride in her work, completing school tasks carefully and independently, even when deadlines are not imminent. She is a keen equestrian and appears comfortable with responsibility, routine, and structured expectations. She responds positively to challenge and shows early signs of intellectual maturity and self-discipline.

The middle child will be six. He is curious and intellectually engaged, with particular interests in science-related concepts such as physics, space, the speed of light, and black holes, as well as vehicles, trains, and fast-moving systems.

The youngest child will be three. He is sociable, affectionate, and developmentally typical. He benefits from having two older siblings and is expected to spend most of his time with the family’s nannies, participating in age-appropriate play and social activities rather than formal education.

The family currently has two nannies, one of whom has been with the family for a significant period and plays a central role in daily routines. The parents are thoughtful, reflective, and deeply engaged in their children’s upbringing. They are particularly concerned with the limitations of the mainstream US school system and are motivated by a desire to offer a richer, more values-driven and holistic educational experience. Socialisation is also important and is expected to be supported through sport, drama, music, community involvement, and structured interaction with other children.

The Tutor will be responsible for designing and delivering a fully integrated, individualised world-schooling programme, with primary responsibility for the eldest child and appropriate inclusion of the middle child as developmentally suitable. The role is broad, senior, and intellectually demanding, requiring an educator who sees education as preparation for life rather than solely for examinations.

The curriculum will integrate academic mastery in mathematics, reading, writing, science, history, and global cultures with language immersion, creative projects, physical training, and real-world application. The family places strong emphasis on interdisciplinary learning, systems thinking, and conceptual understanding rather than rote instruction. Learning is expected to be embedded in lived experience, travel, culture, and projects, with the world itself treated as the classroom.

Language exposure is a priority. German, French and Mandarin are preferred, and the family is also open to Spanish. Language learning should be immersive and culturally grounded, making use of conversation, music, food, travel, and interaction with native speakers wherever possible.

The Tutor will also introduce age-appropriate concepts in technology, artificial intelligence, and future skills, including ethical discussions around technology, logic, systems thinking, and creative collaboration with AI tools. Business, financial, and legal literacy form a core pillar of the programme, with the child being introduced, at an appropriate level, to ideas such as value creation, saving, spending, investing, philanthropy, branding, contracts, fairness, responsibility, and negotiation.

Creative expression is central to the role. The Tutor will actively engage the child in visual arts, cultural exposure, museums, architecture, music (including piano), storytelling, and media projects.

Physical mastery and outdoor life skills are equally important. The Tutor will support and coordinate learning around advanced horseback riding, alpine skiing, fencing, tennis, and golf, alongside farming, gardening, fishing, food preparation, basic survival skills, tool use, and respect for animals, land, and resources.

Beyond curriculum delivery, the Tutor will play a central role in character, emotional, and social development. This includes supporting emotional regulation, confidence, resilience, kindness, humility, and strong communication skills. The Tutor is expected to model calm leadership, integrity, and good judgement, and to help the child develop ease and confidence in both elite global environments and natural settings.

The Tutor will collaborate closely with parents, nannies, coaches, and specialist instructors. The family recognises that no single educator can cover all areas at the highest level, and expects the Tutor to coordinate peripatetic specialists where appropriate. International travel with the family is a core part of the role.

Working hours will be full-time and aligned with the structure of the educational programme, travel schedule, and family routines. Exact hours will be agreed in advance and may vary depending on location, projects, and activities. Flexibility is essential. Holidays and longer breaks will be planned collaboratively, particularly around extended travel and family commitments. On average, though, contact hours will not exceed 35 per week; the Tutor is expected to do planning and preparation in addition to these hours.

While based in the New York area, the role will be live-out, with nearby accommodation provided or arranged by the family. The Tutor must be a competent and confident driver.

During periods of travel, accommodation will be provided. Wherever possible, the Tutor will not be housed in the same accommodation as the family, though this may not always be feasible, such as during yacht travel or hotel stays. On occasion, the Tutor may be asked to share accommodation with one of the nannies. No fixed travel itinerary has been set, though Europe is expected to be the primary focus during the year abroad.

The family has no gender preference for the Tutor.

The Tutor will be physically fit and healthy, a non-smoker. Discretion, professionalism, emotional intelligence, and enthusiasm for immersive international education are essential.