The Kildonan School, a non-denominational, college preparatory, independent school serving bright, dyslexic students in grades two through twelve, seeks a dedicated, energized, enthusiastic, and student-centered, individual to join our school as a part-time Spanish Teacher for grades 6 thru 12. This is a ten-month.
We are looking for a passionate, part-time teacher of Spanish for grades 6 -12. The ideal candidate is a fluent, Spanish speaker, strong in communication and verbal skills, and a team player who supports the school’s mission.
This is a part-time position equal to 15 hours per week for 35 weeks. Scheduling is flexible depending on the teacher’s availability.
Applicants should send resume and letters of recommendation to Yvonne Schutz, Administrative Offices Assistant at the Kildonan School by email at email@example.com.
Required Knowledge/Abilities include:
Bachelor Degree (minimum)
A teaching certification is not required but must have some teaching experience, preferably with LD or dyslexia
Ability to use a variety of teaching tools for the purpose of teaching students to read, write, and speak Spanish.
Ability to teach students about the culture, history, and traditions of Spanish speaking countries.
Prepare effective and engaging lessons to motivate and instruct students in accordance with curriculum guidelines
Administer formative and summative assessments to evaluate student progress, record results, and issue reports informing parents of progress.
Provide academic interventions for struggling students.
Maintain student grades and student-parent communication via the school’s online grading and communication tool.
Maintain discipline in the classroom.
Maintain a classroom that is conducive to learning, safe, attractive, and stimulates a spirit of inquiry.
Set a good housekeeping example in the classroom and encourage students to follow this example.
Regularly communicate with students and parents to discuss student progress – positive and negative.
Participate in required faculty and professional meetings, educational conferences and teacher training workshops.
Inspire, praise, and correct students with consistency, care, and interest to encourage academic success and promote morale.
Read and comply with The Kildonan School Faculty Handbook, the Kildonan School Parent-Student Handbook, and other manuals and procedures documents.
Valid driver's license
Interested applicants are to send their resume and references to Yvonne Schutz, Administrative Offices Assitant, at the Kildonan School by email at firstname.lastname@example.org
Additional Salary Information: 10 month school year position.
About The Kildonan School
The Kildonan School is a coeducational, college-preparatory, boarding and day school for students with dyslexia and language-based learning differences in grades 2-12. We are located on a picturesque 105 acre campus 2 hours north of New York City and 3 hours from Boston.
The mission of The Kildonan School is to empower students with dyslexia to reach their academic potential and to equip them for future success. Our threefold mission remains consistent. We strive to remediate skills in reading, writing, and spelling, to provide intellectually stimulating subject matter courses in mathematics, literature, science, and social studies, and to foster confidence.
The academic program is unique in that it revolves around intensive, daily one-to-one Orton-Gillingham tutoring for each student. The language training instructor is responsible for devising a sequential learning program in language skills in accordance with Dr. Samuel T. Orton’s principles and with his belief that “...such disorders should respond to specific training if we become sufficiently keen in our diagnosis, and if we prove ourselves clever enough to devise the proper training methods to meet the needs of each... particular case.” Orton-Gillingham tutoring is multi-sensory, direct, and effective. The tutorial setting makes it possible to tailor the teaching to the unique brain of each individual. The instructor is also responsible for inculcating orderly study habits; students are held accountable for daily independent reading and writing assigned to reinforce the skills taught during the tutorial. Students learn to work through periods of frustration and even temporary failure. Ultimately, the goal is for students to become independent learners.
Subject matter courses in mathematics, history, literature, and science are designed to meet the learning style of students with dyslexia. Visual, auditory, and kinesthetic presentations supplement textbooks. Class size is small; courses stimulate thinking and provide opportunities for creativity. The approach to mathematics is closely aligned with language training both in its logical, sequential approach and its daily assignments. Reading and writing demands are reduced or removed entirely from other content courses while the student is building reading and writing skills. Classes are structured to ensure that success is possible even for the student with minimal skills.
Enhanced confidence is achieved through activities, such as the arts, athletics, and community life. Involvement in extracurricular activities that capitalize on the innate strengths of the dyslexic often leads to lifelong interests. Leadership and service opportunities provide additional means for personal and social growth. Students become confident, experience greater success, and gain the courage to invest increasing effort in their personal and academic achievement.
Central to the success of the program is a faculty committed to the philosophy of the school and willing to implement its goals and ideals. Faculty members respect students as individuals and encourage them to put forth their best efforts. While most students are expected to graduate from high school and enter college, the more severely dyslexic achieve functional mastery of the language.