Grade IV Gradehead Teacher-Parental Leave Opening of 2018-2019 Academic Year
Shady Hill School
March 6, 2018
Full Time - Faculty
Grade IV Gradehead- Parental Leave
(Approximate August 27, 2018 through November 27, 2018)
Since 1915, Shady Hill, a school of 520 students (PreK - 8) and 70 faculty, has been a leader in progressive elementary education. The year-long Central Subject study, which emphasizes interdisciplinary content, the use of primary sources, acquisition of essential skills, and self-discovery, forms the core of our curriculum in Grades 3 - 8. The gradehead teachers are responsible for teaching the Central Subject study and these teachers also develop strong relationships with students in their homeroom.
Shady Hill is a deeply mission-driven school. We seek to develop independent, joyful and curious learners who respect their own accomplishments and those of others. We strive to be a community whose values are strong and which is unafraid to engage students in important questions. The school’s program allows children to explore their worlds and test their powers. As a diverse school, we believe that an inclusive community is an educational and moral imperative that empowers us all. Therefore, we seek to hire teachers who share this commitment and demonstrate the skills of culturally competent educators.
Shady Hill School is also a teaching training institution. Its long-standing Teacher Training Course, which brings as many as eighteen apprentice teachers to campus each year, prepares talented men and women for careers in education and allows each faculty member the opportunity to be a mentor and meaningful contributor to the teaching field. Because of the school’s commitment to teacher training, the school seeks teachers with certification or demonstrated interest in working towards certification when hired by Shady Hill School.
Teach the year-long Central Subject study, “Ancient Greece,” which integrates instruction in language, literature, and social studies
Teach mathematics through a problem-solving approach and the use of manipulatives to increase facility with basic operations, fractions and decimals, and geometry
Monitor the social, emotional and academic lives of students
Communicate about student progress: write reports, hold parent conferences, and meet with administrators to support the needs of individuals
Work collaboratively with other members of the fourth-grade team to shape and refine the curriculum
Serve as a community member by attending weekly faculty meetings, sitting on committees, participating in admissions activities and volunteering for coverage duties
Finalists are expected to teach a demonstration lesson. A writing sample and college transcripts are also required.
Please email a pdf including your cover letter and resume to: firstname.lastname@example.org. Please be sure to include “Grade IV Gradehead” in the subject line of the e-mail.
Masters degree and prior teaching experience preferred
Demonstrated ability to teach reading and writing
Strong background in curriculum design, including a project-based approach
Familiarity with integrated learning
Experience in helping children to construct mathematical knowledge through conceptually-based mathematics instruction that uses manipulatives and a problem-solving approach
A demonstrated interest in furthering professional development: the school offers numerous opportunities, including workshops, summer study and travel grants
Additional Salary Information: Annual salary for faculty is determined according to a step scale commensurate with experience.
About Shady Hill School
For ten decades, Shady Hill, a school of approximately 500 students (B-8) and seventy-five full- and part-time teachers, has been a leader in progressive elementary education. The year-long central subject study, which emphasizes strong content, the use of primary sources, acquisition of essential skills, and self-discovery, forms the core of our curriculum. The school’s program allows children to explore their worlds and test their powers. We seek to develop independent, joyful, and curious learners who respect their own accomplishments and those of others. This same philosophy guides our curriculum in mathematics, science, world languages, physical education, and the arts.
We strive to be a community whose values are strong and which is unafraid to engage students in important questions. As a diverse school, we believe that a varied and inclusive community is an educational and moral imperative that empowers us all. Therefore, we seek candidates who demonstrate a commitment to working in a diverse community.