Position Purpose

The Lower School Girls Fourth Grade Long-Term Substitute Teacher supports the Head of Lower School, faculty, and students to ensure that we are living our mission and values as described below. This position is for a three-month period, from September to November.

Essential Functions

I. Student Instruction:

1. Teaches students reading, writing, grammar, cursive, math, social studies, social-emotional learning, etc., through specified curricula.
2. Follows, adapts, and develops curricula as appropriate.
3. Evaluates and tracks student progress through multiple measures.
4. Tailors instruction to meet the needs of students.
5. Creates a positive and inclusive learning environment for all students.
6. Manages student behavior through effective classroom management techniques.
7. Assesses and responds to the social and emotional needs of students throughout the day.

II. Family Partnerships:

1. Creates positive, meaningful relationships with families through weekly communication.
2. Writes a spring narrative report and skills checklist.

III. Professional Conduct:

1. Builds and maintains collaborative working relationships with colleagues and administration.
2. Contributes positively to the division's culture.
3. Demonstrates a commitment to professional growth.

IV. Any Other Duties Assigned by Head of Lower School.

Qualifications

• Master's Degree in Elementary Education or related field, preferred.
• A minimum of three years of working with elementary-aged students, preferred.
• Excellent communication, both oral and written.
• Knowledge of content, curriculum, methods, and materials for elementary education.
• 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.
• Continued engagement in professional learning experiences through conferences, presentations, and/or workshops.
• Proficient with GSuite and Smart Notebook.

Physical Requirements and Work Environment

• Able to move around the classroom and other school environments.
• Regularly use close and distance vision.
• Be able to lift up to 30 lbs occasionally.

Application Procedure

To be considered, candidates must upload a cover letter, resume, statement of teaching philosophy, and information for three references through our online platform.

Springside Chestnut Hill Academy is an Equal Opportunity Employer.

The School is committed to providing reasonable accommodations for qualified individuals with disabilities during the application process and in employment as required by law.

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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Connections working at Springside Chestnut Hill Academy