The Taft School seeks a full-time teacher in Spanish for an August 2026 start date. Candidates who can teach French and Spanish will also be considered. Specific assignments comprise four class sections of Spanish classes, level I-IV and other faculty duties. Taft seeks a dynamic teacher who will be an active participant in our academic, co-curricular, and residential programs. A Bachelor’s degree plus a minimum of two years of teaching experience is preferred. Review of applications will begin immediately and continue until the position is filled. Interested applicants should submit a cover letter, resume, and the names of three references to the online application through ADP.

Teaching faculty duties include:

• Teaching the equivalent of four class periods (blocks) each semester. Currently, each class meets four times a workweek--Monday through Saturday-- in a rotating block schedule. Class blocks vary in length between 45-90 minutes on a weekly schedule. The weekly schedule is currently under review for the 26-27 school year.

• Grading student assignments and assessments in a timely manner, within approximately one week of submission, and providing extra help sessions in accordance with the school’s philosophy. 

• Attend weekly faculty and department meetings; student round table meetings as needed; and other meetings as may be required by the head of school, assistant head of school for faculty and academics, dean of faculty, department head, or other senior administrator.

• Writing required class comments on individualized student performance three times during the academic year;

• Two seasons, or equivalent involvement, in Taft’s afternoon program (co-curricular) activities (approximately 24 weeks per academic year with 5 days per week or equivalent as standard commitment) unless otherwise stated in the job description for a specific position;

• Evening duty– either dormitory duty or equivalent supervisory duty–that consists of a 4.5-hour shift between approximately 7:00 p.m. and 11:30 p.m. once a week; a 5-hour weekend duty shift between approximately 7:00 p.m. and 12:00 a.m. once a month; and, periodic overnight duty for faculty residing in dormitory housing or an afternoon duty shift for faculty assigned to supervisory duty. 

• Responsible for the care and well-being of students in a residential boarding school. Provide a safe and secure experience for all students.

• Serve as an advisor to a group of students, meet regularly with student advisees, and write individualized advisor letters at the end of each semester;

• Attending weekly seated dinners during the fall and spring;

• Some summer work in preparation for the upcoming academic year program. 

• Drive students as part of afternoon program (co-curricular) activities and as needed for student appointments, activities, and emergency medical attention. This requires obtaining the A Endorsement on your CT Driver’s License. 

• Additional responsibilities and duties as directed by the head of school. 

Benefits-eligible positions include either campus housing or a housing stipend and use of school facilities, including the grounds, athletics center, and dining hall (position-specific and subject to availability).

Portrait of an Educator Alignment:

• Strive for Wisdom – Continuously seek feedback, reflection, and collaboration to deepen their knowledge and enhance practice.

• Find Joy in Purpose – Draw inspiration from meaningful connections with students, colleagues, and the school’s mission.

• Nurture Relationships – Foster empathy, inclusion, and a sense of belonging through authentic, caring relationships.

• Build Resilience – Approach challenges with adaptability, creativity, and balance between personal and professional well-being.

• Practice Humility – Embrace feedback, acknowledge limitations, and view learning as a lifelong process.

• Pursue Excellence – Nurture all dimensions of human flourishing by upholding high standards, seeking out and providing mentorship, and 

• striving for improvement.

• Live with Honor – Act with integrity, accountability, and a commitment to the community’s shared values.

Qualifications:

• Demonstrated commitment to the tenets described in the school’s Statement on Diversity, Equity, and Inclusion and Portrait of a Learner.

• Bachelor’s degree.

• At least one year of relevant professional experience.

• Technology skills inclusive of general proficiency with Google Suite and Internet browser skills. The use of Canvas LMS and Veracross programs will be required in all aspects of normal daily activities, and training will be provided.

• The ability to work collaboratively with diverse groups of students, employees, and other campus stakeholders to support and expand programmatic and institutional goals; and interest in joining a residential community that serves a globally inclusive student body.

• Authorized to work in the United States of America.