The ideal candidate, a grade 5–8 teacher who is also an advisor and homeroom teacher, will be able to facilitate clubs, activities, and other extracurricular opportunities for students.
Teaches science courses to students in grades 5–8.
Advises nine to fourteen students, provides academic and emotional support and communicates regularly with parents and guardians of advisees.
Collaborates with co-teachers teaching the same course to develop daily lesson plans and curricular materials, guided by the MS Science curriculum maps.
Prepares course objectives and outlines the course of study following curriculum guidelines and any school requirements as mentioned in the mission statement.
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.
Creates a warm, welcoming, and inclusive classroom community and personally demonstrates cultural competency.
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 and school administrators.
Keeps daily attendance and records of students’ progress.
May coordinate field trips.
Participates in weekly community and school service programs, weekly activities program, and weekly diversity program.
Writes academic comments twice per year for all students.
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.
Participates in the coordination of multi-night overnight field trips and chaperones overnight field trips up 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.
Bachelor’s degree in a science field (not science education); a master’s degree or working towards a master’s degree preferred.
At least two years of teaching experience in middle school science.
Strong background in the Life, Earth, Physical, and/or Environmental Sciences.
Enthusiasm for and effective use of technology in the classroom.
A clear interest in, knowledge of, and ability to work with middle school students.
Self-confidence with demonstrated ability to work collaboratively.
Demonstrated sensitivity, knowledge, and understanding of 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.
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; ability to ascertain which people may need immediate assistance and to act accordingly.
Working knowledge of personal computer skills with experience in the use of such programs as Word, Excel, and e-mail. Must have a working knowledge of 21st-century technologies, like SMART Boards, class websites and management tools, presentation tools, etc.
Ability to communicate effectively with all constituents in a school environment.
Interested candidates, please e-mail a cover letter, resume, statement of educational 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.