Position Purpose

The ideal candidate will teach Upper School math, be an effective collaborator, serve as an advisor to a group of students, foster strong relationships, and communicate effectively with students, families, and colleagues.

Essential Functions

• Teaches four Upper School math classes, advanced level math courses preferred, consisting of two or more preps. 
• Serves as an advisor to a grade-level group of Upper School students and performs expected functions 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, curricular materials, and assessments.
• Prepares course objectives and outlines the course of study following curriculum guidelines and any school requirements mentioned in the mission statement.
• Demonstrates, models, and designs learning experiences that foster 21st-century STEM learning skills in students.
• Demonstrates, models, and designs learning experiences that foster diversity, equity, and inclusion.
• Integrates technology as an essential and regular component of student learning experiences.
• Prepares, administers, corrects, and records assessment results regularly and on time.
• 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.
• Collaborates within the Math 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.
• Attends professional development programs each year.

Qualifications

• A bachelor’s degree in mathematics and/or education, a master’s degree, or working towards a master’s degree is preferred.
• A minimum of 1-2 years of mathematics teaching experience is preferred.
• Enthusiasm for effective use of technology in the classroom. 
• A clear interest in, knowledge of, and ability to work with upper school students.
• Self-confidence with demonstrated ability to work collaboratively.
• Capable of performing multiple tasks while working on various 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 21st-century technologies, like interactive whiteboards, class websites and management tools, presentation tools, etc.
• 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 communicate effectively with all constituencies in a school environment.

Physical Requirements and Work Environment

• Work in an environment dealing with a wide variety of deadlines and a varied and diverse array of contacts.
• May work at a desk and computer for extended periods.
• Be able to lift up to 20 lbs occasionally.
• Work primarily in a traditional climate-controlled office environment.
• Able to move around a classroom and other school environments.

Application Procedures

To be considered, candidates must upload a cover letter,  resume, statement of educational philosophy, and information for three professional references through our online platform. Please follow this link to apply. 

Springside Chestnut Hill Academy is an Equal Opportunity Employer.

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.

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