Teach History to students in 8th grade. Might also be asked to teach 5th–7th grade OR an upper school history course.
Establish clear objectives for all lesson units and projects and communicate those objectives to students.
Instruct students individually and in groups using various teaching methods, such as projects, discussions, and demonstrations.
Create lessons that allow students to engage in problem solving, active inquiry, and creative and analytical thinking.
Plan and organize resources for lessons, as appropriate to the pupil.
Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
Confer and collaborate with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Advise nine to fourteen students in an advisory setting and provide academic and emotional support.
Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students’ behavioral and academic problems.
Establish and enforce rules for behavior and procedures for maintaining order among the students.
Participate in weekly community and school service programs and a weekly activities program.
Provide lunch and recess monitoring as required.
Lead an interest-based student activity once per cycle.
Attend weekly grade-level meetings.
Meet with parents and guardians to discuss their child’s progress and determine their priorities and their resource needs.
Attend staff meetings, open houses, parent/teacher conferences, special events, etc., as required.
Develop constructive and cooperative working relationships with others.
Bachelor’s degree in history; a master’s degree in education or history or working towards a master’s degree preferred.
At least two years of experience teaching history a plus.
Experience teaching middle school a plus.
Enthusiasm for using technology and innovation in the classroom a plus.
A clear interest in, knowledge of, and ability to work with middle school students.
Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
Demonstrated ability to work collaboratively and accept and act upon feedback.
Physically and mentally capable of performing multiple tasks while working on multiple projects simultaneously under “deadline” situations.
Ability to apply common-sense understanding and to carry out instructions furnished in written or oral form.
Excellent writing skills.
Must demonstrate competency with basic word processing and Internet functions, as well as all applications used in the regular functions of the school. Familiarity with Mac products a plus.
Ability to communicate effectively with all constituents in a school environment.
Interested candidates, please e-mail a cover letter, resume, statement of education philosophy, and contact information for three references to firstname.lastname@example.org.
About Springside Chestnut Hill Academy
Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education.
Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth.
Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives.
SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond.
Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.