Upper School Science Teacher

Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.

The School believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.

POSITION SUMMARY

This position involves teaching four year-long sections of Upper School science courses. The primary responsibilities of this role is teaching foundational ninth-grade science courses, with an emphasis on physics concepts and scientific skill development. This role will also be responsible for teaching upper-level physics elective courses aligned with the candidate's expertise.

The successful candidate will have a strong background in physics with the ability to teach chemistry as part of the Upper School science program. Experiencing teaching high school physics is strongly preferred. Experience in chemistry and/or the development of elective course work is a plus.

Additionally, experience teaching skills-based, inquiry driven science (ideally, but not necessarily, through Next Generation Science Standards or competency-based approaches) is desirable.

Complementing these skills should be the desire to teach students who encompass a range of academic abilities and an enthusiasm for helping students build self-confidence through successful exploration, experimentation, and discovery. .

ESSENTIAL DUTIES

• Teach Upper School Science classes as described above, including our foundational ninth-grade courses and upper-level physics electives.
• Design and implement an engaging, inquiry-based science curriculum that emphasizes scientific thinking and skill development.
• Create a safe, inclusive, and supportive classroom environment.
• Work with students to help them develop mindsets and skills such as curiosity, creativity, collaboration, resilience, empathy, and responsible decision-making.
• Identify and respond to individual student learning needs and academic capabilities.
• Serve as an advisor to a small group of students in addition to regular teaching duties.
• Regularly attend, actively participate, and contribute to department, grade-level, and faculty meetings.
• Collaborate with colleagues to develop, plan, and lead or co-lead experiential immersive courses and activities.
• Communicate in a clear and timely fashion with parents, students, and colleagues.
• Support and follow the Faculty Handbook and Employee Handbook for policies, procedures, and professional expectations.
• Integrate the use of technology to enhance student learning and assessment.

OTHER DUTIES

• Actively support the school through participation in the variety of activities that make the Catlin Gabel School a vibrant community.
• Participate in ongoing professional learning and training to support the Catlin Gabel mission.
• Additional duties as assigned by the Upper School Head.

COMPETENCIES

• Cultural competence and commitment to inclusive teaching practices
• Enthusiasm for working with a diverse group of adolescent and upper school students
• Strong knowledge of foundational scientific concepts, particularly in physics, and ability to teach chemistry as part of a comprehensive science program
• Ability to teach students who encompass a range of academic abilities and help students build self-confidence through successful exploration and discovery
• Usage of diverse, culturally competent, and inclusive literature and other materials
• Collaborative skills and ability to work effectively with others in a spirit of collegiality
• Interpersonal skills to be a supportive, engaged, and flexible role model and model curiosity, reflection, and life-long learning
• Adaptability and flexibility to meet the needs of students and families in a dynamic environment
• Excellent communication skills to relate to students, families, and colleagues
• Proficiency in the use of appropriate technology and applications
• Willingness to sponsor an activity, club, or to coach a team is highly desirable

INTERPERSONAL CONTACT

Interactions occur most routinely with students in the classroom and during other activities. Many informal interactions with students for whom the teacher has no direct supervision or responsibility occur. Daily contact ranges from direct teaching of curriculum and student advising, to informal exchanges of a personal or social nature. Regular contact with Upper…