Teaches reading and writing to students in grades 5-8.
Establishes clear objectives for all lessons, units, and projects, and communicates those objectives to students.
Instructs students individually and in groups, using various teaching methods such as lectures and discussions.
Evaluates and grades students’ class work, assignments, and papers.
Creates an inclusive classroom community and personally demonstrates cultural competency.
Plans and organizes resources for lessons, as appropriate to the pupil.
Adapts teaching methods and instructional materials to meet students’ varying needs and interests.
Confers with other staff members to plan lessons promoting learning; follows approved curricula.
Confers with parents or guardians, teachers, counselors, and administrators in order to resolve students’ behavioral and academic problems.
Establishes and enforces rules for behavior and procedures for maintaining order among the students.
Encourages students to explore learning opportunities.
Meets with parents or guardians to discuss their child’s progress and to determine their priorities and needs.
Advises nine to fourteen students, provides academic and emotional support, and communicates regularly with parents and guardians of advisees.
Participates in weekly community and school service programs and weekly activities program.
Writes academic comments twice per year for all students and once for each advisee.
Participates in the coordination of multi-night overnight field trips and chaperones overnight field trips up to one week in length as part of the Outdoor Education program.
Attends weekly grade-level team meetings, faculty meetings, open houses, conferences, and events as required.
Performs additional faculty duties as assigned, such as substitute teaching and recess monitoring as required.
Degree in English, literacy, elementary education, special education, or reading; a master’s degree or working towards a master’s degree preferred.
A minimum of 1–2 years of middle school English teaching required; 4 or more years of experience preferred.
Experience with direct reading instruction or reading specialist preferred.
Enthusiasm for and comfort using technology in and out of the classroom.
A clear interest in, knowledge of, and ability to work with middle school students.
Self-confidence with demonstrated ability to work collaboratively.
Ability to work on multiple projects simultaneously under “deadline” situations.
Ability to apply common-sense understanding and to carry out instructions furnished in written or oral form.
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.
Ability to ascertain which people may need immediate assistance and to act accordingly.
Fluent with the classroom use of technology.
Excellent verbal and written communication and interpersonal skills.
Interested candidates, please email a cover letter, resume, statement of philosophy of education, and contact information for three professional references to firstname.lastname@example.org. One of the references must be from a current or previous supervisor.
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.