Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.

The School believes that each employee makes a significant contribution to the school’s success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.

POSITION SUMMARY
This full-time teacher is responsible for teaching four high school mathematics classes per year. The ideal candidate is passionate about inquiry-based learning, is dedicated to learner-centered pedagogy, integrates technology into the classroom and has experience with inquiry curricula, such as Illustrative Mathematics. In addition to daily responsibilities, Upper School teachers are expected to participate in, and lead activities that include but are not limited to extra-curricular, experiential, and community service learning across grade levels. Responsibilities include working with students and colleagues to enrich the school's life outside the classroom. Faculty members also serve as advisors for a small cohort of students.?

This position is offered at 1.00 FTE and is benefits eligible.

Pay Range:

• Based on Faculty Scale according to education and teaching experience
• $56,440-$101,930/ year

ESSENTIAL DUTIES

• Teach Upper School math classes and support students with their comprehension of mathematical concepts
• Create an inclusive and culturally responsive classroom environment through regular class meetings, supportive exchanges with students, and clear expectations for classroom behavior
• Work collaboratively with fellow faculty and administrators in curriculum design and alignment in the math scope and sequence in the Upper School as well as PS-12
• Coordinate and implement, at the classroom level, appropriate student assessments and utilize assessment results to enhance student learning, including differentiated instruction
• Integrate the use of technology to support mathematical understanding for students
• Communicate in a clear and timely fashion with all community members
• Cooperatively work and communicate with parents in conferences and written reports
• Support and follow the Faculty Handbook for Policies and Procedure and US Professional Expectations
• Be a positive and contributing member of the professional community
• Serve as an active member of a grade level team, including participating on class trips
• Develop, plan, and lead or co-lead experiential learning activities with a group of students
• Serve as student advisor

OTHER DUTIES

• Participate in ongoing professional development and training to support Catlin Gabel mission
• As assigned by the Upper School Head
• Sponsor a math-related activity or club as needed

SUPERVISORY RESPONSIBILITIES 

• None 

INTERPERSONAL CONTACTS 

• Interactions occur most routinely with students in the classroom and during other activities.  

• Many informal interactions with students for whom the teacher has no direct supervision or responsibility occur.  

• Daily contact ranges from direct teaching of curriculum and student advising to informal exchanges of a personal or social nature. 

• Regular contact with Upper School colleagues, particularly those working on the same grade level, discipline, or on a joint project is expected.  

• Frequent contact with parents either for scheduled conferences or casual conversation is a community norm.  

• Responsible and active collaboration with colleagues, in all divisions, is expected.  

• Important personal qualities include interest in and demonstrated ability to teach and support pre-adolescents and adolescents, ability to work effectively with a team, a sense of humor, flexibility, organizational ability, energy, and collegiality. 

COMPETENCIES 

• Ability to teach students who encompass a range of academic abilities and help students build self-confidence through successful exploration and discovery. 

• Skills using current technology to support learning, including, but not limited to, online tools, software applications, smartboards, and graphing calculators. 

• Interpersonal skills to be a supportive, engaged, and flexible role model to foster life-long learners. 

• A sense of joy & enthusiasm for working with high school students.  

• Ability to work effectively with others in a spirit of collegiality and adaptability. 

• Adaptability.

• Excellent communication skills to relate to students, families, and colleagues. 

EDUCATION AND EXPERIENCE 

• BA in mathematics or related field required, MA in mathematics or education preferred.  
• At least two years demonstrated effective teaching experience, preferably in a high school setting and with capacity to teach calculus
• Understanding and experience with student-centered teaching, inquiry-based learning 
• Experience in design of experiential learning through active learning, real-world contexts, projects, and guided reflection.
• Experience in competency- or standards-based teaching and assessment
• Experience in developing effective curriculum, including lesson and unit planning, and meeting differentiation needs of students. 
• Teaching background and demonstrated experience with adolescents. 

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS 

The requirements listed below are representative of physical requirements and may not be all-encompassing. Incumbents must be able to perform job duties with or without accommodations. Work is primarily performed in a classroom setting and includes occasional to frequent work leading students off campus activities. 

• The person in this position must be able to remain in a stationary position for lesson preparation, report writing, and collaborative meetings 40%-50% of the time 
• Requires mobility to traverse campus to accompany and assure the safety of students 

• This may include moving up and down stairs or hill between facilities multiple times throughout the workday 
• Bending, squatting, stooping, and kneeling 

• Ability to occasionally lift up 20 pounds 
• Must be able to consistently and clearly communicate with students, colleagues, and families 

This is a teaching position with an academic year schedule. Teachers are expected to be on campus at least between 8:00 a.m. and 4:00 p.m. daily and until 5 pm once per week for faculty meetings, and to attend other functions as designated. The Upper School is housed in several buildings designed to provide a comfortable, spacious, and attractive atmosphere for learning.  Full-time faculty members expected to travel to retreats, conferences and workshops as well as to accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments.

EDUCATION AND EXPERIENCE 

• BA in mathematics or related field required, MA in mathematics or education preferred.  
• At least two years demonstrated effective teaching experience, preferably in a high school setting and with capacity to teach calculus
• Understanding and experience with student-centered teaching, inquiry-based learning 
• Experience in design of experiential learning through active learning, real-world contexts, projects, and guided reflection.
• Experience in competency- or standards-based teaching and assessment
• Experience in developing effective curriculum, including lesson and unit planning, and meeting differentiation needs of students. 
• Teaching background and demonstrated experience with adolescents. 

About Catlin Gabel School

Catlin Gabel School is a coeducational, independent day school located on 54 acres in the West Hills neighborhood of Portland, Oregon formed in 1957 by the merger of the Catlin Hillside School, which had been founded as Miss Catlin’s School in 1911, and the Gabel Country Day School, whose roots extend to 1859 with the founding of The Portland Academy. The campus itself is a former farm with beautiful trees, fields, and plantings that has been modernized and upgraded over the years with new and renovated buildings that blend in with the natural surroundings. We offer a broad and challenging curriculum based on a progressive philosophy with small classes designed to educate the total person, incorporating the academic along with the arts, physical education, and a strong sense of community service. The school enrolls nearly 740 students in Pre-Kindergarten through twelfth grade and has 100 faculty members committed to diversity among students, faculty and staff. Catlin Gabel is an equal opportunity employer.

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