SY - Science Teacher

Science Teacher (Biology, Chemistry, Physics, Environmental)

Science Teacher will foster a supportive and inclusive classroom environment where students explore and excel in science. The role supports GGA’s curriculum development and the school’s mission of academic excellence and female empowerment.

• Submit weekly lesson plans; review and feedback by the Academic Program Coordinator.
• Advisory classes focus on college/career readiness, SEL, and academics; facilitate sessions, grade assignments, and communicate with caregivers.
• Culture support in hallways and lunch; assigned arrival and dismissal duty; support hallways for one period everyday.
• Maintain communication with caregivers through grading, calling, emailing, and facilitate twice annual Student‑Led Conferences.
• Ensure at least 2 grades for every week, 2 summatives for the quarter, and end‑of‑quarter comments.

• Design and deliver rigorous, inquiry‑based science lessons that foster curiosity, critical thinking, and problem‑solving skills in young women.
• Develop cohesive units and lesson plans aligned with GGA’s curriculum standards, emphasizing scientific literacy and global awareness.
• Use student performance data to inform and differentiate instruction, ensuring all students are appropriately challenged and supported.
• Design and implement a variety of formative and summative assessments to measure student understanding and mastery of key scientific concepts.
• Integrate interdisciplinary connections between science and other subject areas, highlighting the relevance of scientific principles to real‑world issues and students’ local and global contexts.
• Encourage hands‑on experimentation and project‑based learning experiences that promote collaboration, leadership, and confidence among female students in STEM fields.
• Incorporate culturally responsive teaching practices that affirm diverse perspectives and experiences in science learning.

• Plan and teach lessons using inquiry‑based approaches.
• Use a wide range of technologies and strategies to differentiate instruction based on readiness, learning difference, and interest.
• Use student data to drive instructional decisions.
• Contribute to interdisciplinary curriculum planning and development.
• Foster positive relationships with students.
• Develop regular communication protocols with parents.
• Deliver thoughtful guidance and support with advisory groups.
• Engage professionally and enthusiastically with new school initiatives.
• Keep up‑to‑date records of attendance, curriculum, and assessment.
• Develop and implement assessments aligned to GGA curriculum standards.
• Demonstrate an active and genuine interest in professional growth.

• Foster positive relationships with students.
• Develop regular communication protocols with parents.
• Deliver thoughtful guidance and support with advisory groups.
• Engage professionally and enthusiastically with new school initiatives.
• Participate in weekly and monthly professional development programs.
• Create classroom experiences that embody our four pillars of sisterhood, scholarship, service and safety, establishing strong relationships to demonstrate that we care about them.
• Foster deeply engaging lessons and activities that deliver the content in ways that excite and enable our students to learn.
• Use resources to effectively differentiate for all types of learners through co‑teaching with special education teachers and by providing students additional resources.

• Bachelor’s degree (Master’s preferred) with a concentration in content area.
• Secondary classroom experience in an urban context (three years preferred).
• Solid and demonstrable teaching experience working with a variety of student academic levels.
• Creative and enthusiastic approach to teaching and learning.
• Ability to write a cohesive lesson plan.
• Exhibits ability to collaboratively work within and across disciplines with a diverse instructional team.
• Demonstrates ability to work with parents and community.
• Excellent interpersonal communication skills, classroom management, and adaptive teaching.
• Lead extra‑curricular activities during and/or after school.
• Receive and incorporate feedback from team leaders, executive leadership, and peers.
• Growth‑mindset, receiving and incorporating feedback from team leaders, executive leadership, and peers.

• Create classroom experiences that embody our four pillars of sisterhood, scholarship, service and safety, establishing strong relationships to demonstrate that we care about them.
• Foster deeply engaging lessons and activities that deliver the content in ways that excite and enable our students to learn.
• Use resources to effectively differentiate for all types of learners through co‑teaching with special education teachers and by providing students additional resources.