Job Summary

Reporting to the Upper School Principal, the US Computer Science Teacher delivers a differentiated program of study, including teaching multiple levels of computer science classes in grades 9-10 and IB Computer Science based on ongoing assessment. Teaching duties may also include interdisciplinary classes such as data science, engineering, and/or robotics, and supporting instruction for computational thinking across the curriculum. The teacher will also communicate clearly with parents and colleagues, and coordinate support with the best interests of each individual child in mind.

Duties and Responsibilities

1. Create a classroom environment that promotes an exemplary learning community: enriched by differences, informed through inquiry, global in reach.
2. Teach four Upper School courses in computer science per term, including IB Computer Science, with the goals of high engagement, broad accessibility, and opportunities for advanced study
3. May teach interdisciplinary courses in data science, engineering, and robotics, with opportunities to partner with the academic technology department.
4. Make computer science visible within the school community, particularly to encourage the involvement of students who are underrepresented in the field.
5. Collaborates with teachers in other disciplines and the academic technology department to integrate computer science and computational thinking activities into required courses
6. Develop future strategic directions for the computer science program, in collaboration with the leadership and program directors
7. Use a variety of developmentally appropriate instructional and assessment methods to meet the needs of all learners and provide varied forms of feedback on learning.
8. Monitor the academic, personal, emotional, and social progress of students. 
9. Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere.
10. Practice regular, punctual attendance of instructional periods.
11. Ensure the safety of students, following supervision standards and guidelines in common areas.
12. Handle appropriately and professionally the supervision and/or re-direction of students.
13. Communicate regularly with parents by relevant means to the learning: class newsletters, notes, telephone calls, conferences, emails, websites, etc.
14. Communicate in a timely, clear, and effective manner with students, parents, and colleagues, informally and formally.
15. Highlight students’ successes and areas of growth through assessment.
16. Implement support strategies with the Student Support Team (SST) and communicate with parents regarding support. 
17. Execute distance education when directed and needed to include alternative teaching and learning delivery methods: develop online courses reflecting best practices, provide student support to include alternative assignments and assessments, collaborate with colleagues, supervisors, and students online to build a connected and positive learning environment.
18. Demonstrate a willingness to be available to students within contractual hours in addition to instructional time.
19. Attend meetings and events necessary for the advancement of student learning, such as faculty meetings and Parent-Teacher Conferences.
20. Prepare adequately for responsibilities to be assumed when absent. 
21. Complete progress reports and report cards in alignment with school requirements.
22. Fulfill regular administrative tasks, such as timely completion and correction of attendance.
23. Serve as a student advisor to a group of upper or middle school students if needed, for an additional stipend. 
24. Engage with students, colleagues, and parents to foster a sense of community.
25. Work with colleagues, management, and staff in a constructive, collaborative, and cooperative manner.
26. Actively seek opportunities for professional growth.
27. Represent WIS in a manner that reflects the Mission and the Core Beliefs of Learning
28. Perform other duties as assigned.

• Bachelor’s degree in Computer Science or a related field from a four-year college or university required; Master’s degree preferred
• Previous teaching experience of 3-5 years is preferable
• Experience with the IB DP is preferable, but not required
• Passion for WIS’s mission
• Strong communication skills, a sense of humor, humility, and empathy
• Commitment to diversity and inclusion
• Previous experience at an international school and/or cultural fluency derived from international experience is a plus

Knowledge, Skills & Abilities

• Competence in the content area and pedagogy specific to the developmental needs of High School-aged students
• An understanding of and commitment to the school’s mission
• A talent for teaching as an art
• A commitment to student-centered education and inclusive classroom practices
• Demonstrates a growth mindset and openness to feedback
• Flexibility and adaptability to meet the needs of the students and program
• Ability to create an active learning environment that supports understanding, passion, and creativity
• Demonstrates knowledge and skill to work with students from diverse background
• Demonstrates knowledge and skill in preparing lessons to appeal to a variety of learning styles, needs, and accommodations
• Demonstrates skill to use appropriate formative and summative assessments and strategies in the classroom
• Commitment to teaching the whole child
• A working understanding of Project Zero pedagogical frameworks, including Teaching for Understanding and Agency by Design, or openness to engaging with these frameworks
• Excellent verbal and written communication skills with all constituents in the school community
• Ability to maintain confidential information
• Ability and flexibility to use Microsoft Office, Google Workspace, learning management systems, online meeting and conferencing applications, and operating Audio/Visual equipment

About Washington International School

Founded in 1966, Washington International School is a private, non-profit, Preschool-12 school profoundly committed to its mission: to be an exemplary learning community—enriched by differences, informed through inquiry, global in reach. Serving its full community of 900 plus students on two campuses, the school is multinational, multicultural, and multilingual. The school’s challenging international program draws on classroom-based research on pedagogical practices and curriculum design from renowned organizations such as the International Baccalaureate (IB) and Project Zero, based in the Graduate School of Education at Harvard University. From Preschool through Grade 5 students follow the inquiry-based IB Primary Years Program; in Grades 6-10 they continue with a multidisciplinary and inquiry-based approach designed to enhance understanding and develop the skills and knowledge needed to succeed in the prestigious IB Diploma Program (DP). All students in Grades 11 and 12 are enrolled in the DP, which prepares them to take exams to receive the International Baccalaureate Diploma in addition to a WIS diploma. IB Diploma results are well above the worldwide pass rate, and WIS gra...duates attend highly selective colleges and universities in both the United States (about two-thirds in a typical year) and abroad. Commitment to the intensive study of a second language is a core principle, with Pre-School, Pre-Kindergarten and Kindergarten classes taught entirely in French or Spanish. All instruction in Grades 1-5 is “dual language” in English and either French or Spanish. Chinese is an option beginning in Grade 6. Typically, one half to three-quarters of WIS graduates earn the Bilingual IB Diploma, demonstrating fluency in two languages. The entire school community – alumni, parents, students, teachers, administrators and staff – are ardent advocates for international education. WIS has played a prominent role in setting a standard for a global perspective that many schools now emulate. The school culture is highly egalitarian, with a strong emphasis on collaboration and understanding differing points of view. There is no typical WIS family: some households consist only of U.S. passport holders, others are all non-U.S. passport holders and many are a mix of nationalities. In addition to this global diversity, WIS also strives to achieve economic diversity: 14% of the students receive financial assistance.

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