Teach four sections of Chemistry and Physics to high school students through collaboration with a team that is a leader in science education. Develop lesson plans in line with curriculum objectives and SCH science curriculum maps. Promote student interest in science opportunities and careers.
Teaches Upper School Chemistry 10th grade (honors and college-prep) and Physics 9th grade (honors and college-prep).
Serves as an advisor to a grade-level group of Upper School students and performs expected functions in that role as outlined by the Head of Upper School and Dean of Student Life.
Collaborates with co-teachers teaching the same course to develop daily lesson plans and curricular materials.
Prepares course objectives and outlines course of study following curriculum guidelines and any school requirements as mentioned in the mission statement.
Demonstrates, models, and designs learning experiences that foster 21st century STEM learning skills in students.
Integrates technology as an essential and regular component of student learning experiences.
Prepares, administers, corrects, and records assessment results in a regular and timely manner.
Differentiates instruction to meet the needs of students.
Provides students with a variety of formats by which they can demonstrate skill mastery.
Provides timely and regular feedback on students’ progress toward skill mastery.
Teaches rules of conduct and creates a warm and welcoming learning environment.
Maintains order and enforces school policies in the classroom and throughout common areas of the campus.
Counsels pupils when adjustment and academic problems arise.
Discusses pupils’ academic and behavioral attitudes and achievements with parents.
Keeps daily attendance and records of students’ progress.
May coordinate field trips.
May chaperone overnight field trips up to one week in length as part of the science or Upper School program.
Collaborates within the Science Department and with all departments and offices as required or requested.
Attends work and arrives/departs work at the appropriate times as determined by the immediate supervisor.
Assumes other reasonable and equitable job-related duties assigned by the immediate supervisor, some of which occur on weekends and evenings, including Science Department initiatives like participating in the Philadelphia Science Festival, science competitions, etc.
Attends professional development programs each year.
Excellent communication skills, both oral and written.
Ability to develop and implement curriculum, assessments, and utilize teaching methodologies/best practices.
Strong background in chemistry with advanced degree preferred.
Strong interpersonal skills and the ability to work effectively with a wide range of constituencies in a diverse community.
Knowledge of content, curriculum, methods, materials, and equipment for chemistry education.
Knowledge of 21st century learning skills and practices, current NGSS science standards, and inquiry-based pedagogy.
Knowledge of applicable safety procedures.
Ability to provide a supportive, caring, and positive environment for students and to maintain classroom discipline.
Knowledge of child development theory and practice.
Strong knowledge of personal computer skills with experience in the use of web-based applications, including course management programs, Google Drive applications, MS Office applications and email.
Comfortable with a team-based work structure; ability to demonstrate flexibility on the job.
Demonstrates initiative, is conscientious, and provides complete follow-through on areas of responsibility.
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.
At minimum, a bachelor’s degree in chemistry or physics. Masters degree preferred.
At least two years of experience teaching chemistry.
Interested candidates, please email a cover letter, resume, statement of education philosophy, and contact information for three references to email@example.com.
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.