About the Position

DIVISION:  High School
DEPARTMENT: Science
REPORTS TO:  High School Science Department Chair
SUPERVISES: N/A
FLSA: Exempt 
TYPE OF ROLE: Full-time 
COMPENSATION:  Salaried (based on years of experience)
BENEFITS: Eligible
START DATE: August 17, 2026
Note: Applications will be reviewed on a rolling basis.

Georgetown Day School, an independent day school in Washington, D.C., seeks a full-time High School Science teacher for the 2026-2027 school year.  

Primary Responsibilities

• Teach up to four sections of Chemistry and related disciplines at the high school. 

• Create an environment for rich content, creative pedagogy, and authentic relationships are essential components of a GDS classroom. 

• Work collaboratively with colleagues.

• Place the students’ interests and experiences at the heart of the classroom. 

• Offer student support outside of class, as needed.

• Engage with parents, as needed.

• Meet regularly with the department grade-level teams.

• Attend divisional meetings and all school events.

Secondary Responsibilities 

• Able to teach other Science classes.

• High school teachers may serve as advisors to student clubs or coach sports. 

• In the second year, teachers at the high school are assigned a student advisory group.

• Additional duties, as assigned.

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.

Qualifications

Education and Experience

• A B.S. in Biology, Physics, Chemistry or a related field is required. 

• A Master’s degree is preferred.

• Three years or more of teaching experience is preferred.

• The ideal candidate will have the capacity to teach multiple disciplines at various levels.

Skills 

• Committed to developing students’ critical thinking and growth as readers, writers, and thinkers

• Student-centered educator

• Knowledgeable about adolescents’ intellectual, social and emotional development

• Versatile and open to diverse teaching assignments within the department

Americans with Disability Specifications

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds. 

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.

To Apply 

Qualified internal and external applicants should submit a cover letter, resume, and list of three references* using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds

*Note that references will not be contacted, unless an applicant becomes a finalist for a role at which time references will be confirmed with the applicant, prior to contacting. 

About Georgetown Day School

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves. Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions. Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.

Connections working at Georgetown Day School