High School English Teacher (2024-2025, part-time)
Posted: 27-Apr-24
Location: Washington, D.C.
Type: Part Time
Categories
English/Language Arts
Required Education
4 Year Degree
Internal Number: 1044
Georgetown Day School, an independent day school in Washington, DC, seeks a part-time High School English teacher for the 2024-2025 school year. Primary job responsibilities include teaching two sections of English at the high school level. Secondary responsibilities include offering student support outside of class, engaging with parents, meeting regularly with department grade-level teams, and attending divisional meetings. High school teachers may serve as advisors to student clubs or coach sports. In their second year, teachers at the high school are assigned a student advisory group.
GDS is a diverse, inclusive school that prepares students to live in an increasingly complex world. We are particularly interested in teachers who have worked in similar school settings. Our English department deeply cares about rich content, creative classes, and authentic relationships. Thriving GDS English teachers work energetically and collaboratively with colleagues and place their students' interests and experiences at the center of their work.
Essential Duties/Responsibilities
- Primary job responsibilities include teaching two sections of English at the high school level.
- In addition, teachers serve as student advisors and assume responsibility for a major student activity as part of their general duties.
- Rich content, creative pedagogy, and authentic relationships are essential components of a GDS classroom.
- Providing those elements, working collaboratively with colleagues, and placing the student’s interests and experiences at the heart of the classroom are essential components of the job.
- As a diverse, inclusive school devoted to preparing our students to live and work 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.
- Accomplishes all tasks as appropriate. Other duties outside this description may be assigned as necessary.
- BA in English, Comparative Literature, or a related field is required.
- MA preferred
- Three years or more of teaching experience preferred
- Committed to developing students’ critical thinking and growth as readers, writers, and thinkers
- A student-centered educator
- Knowledgeable about adolescents’ intellectual, social, and emotional development
- Versatile and open to diverse teaching assignments within the department
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 or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
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.
The noise level in the work environment is usually moderate.
To Apply
Qualified candidates 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.
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.
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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
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