*Please make sure to include a cover letter addressed to Ann Sulzer when submitting your materials.
Oregon Episcopal School seeks a Middle School and Lower School Spanish teacher to begin duties in August 2024.
OUR MISSION: Oregon Episcopal School prepares students for higher education and lifelong learning by inspiring intellectual, physical, social, emotional, artistic, and spiritual growth so that they may realize their power for good as citizens of local and world communities.
ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59 acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together enhancing the vibrancy of the school community.
The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, diverse learning community. Committed to the professional development of our faculty, teachers are guided by the Learning and Teaching at OES faculty growth model.
As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose— toward inclusion and respect, service and justice and commitment beyond ourselves.
JOB SUMMARY:
The Middle and Lower School Spanish teacher at OES teaches inquiry-based Spanish classes to students in grades five and six. The teacher possesses a knowledge of current best practices to effectively teach Spanish language and culture to English speaking students. This teacher collaborates with World Languages and divisional colleagues to design and implement curriculum, create learner-centered activities, and articulate a scope and sequence for Spanish education at OES.
In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented and diverse faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission. As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging a diverse student body and strengthening the inclusive community of OES.
In addition to teaching or administrative responsibilities, faculty participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered.
ESSENTIAL DUTIES:
Facilitate dynamic, engaging, and effective learning experiences for Middle and Lower School students.
Manage the classroom so that all students can learn in a safe and respectful environment.
Establish and maintain appropriate standards for student behavior using Restorative Practice methods which encourage reflection and problem solving and support positive self-esteem and building relationships.
Develop curriculum with clear learning outcomes, assessments, and means for feedback using a proficiency grading scale.
Demonstrate proficiency with teaching online classes as needed.
Communicate with students and parents in a clear, timely, and professional manner.
Advise a group of Middle School students and attend two overnight grade level trips
Effectively collaborate with other faculty and fulfill other duties as assigned during the school day including study hall and lunch duties.
Attend Middle School meetings, Grade-level Team meetings, and Department meetings, and facilitate advisee conferences.
Serve as a role model for Middle and Lower School students.
Engage fully in school-wide training around diversity, equity, and inclusion and Middle School pedagogical work using culturally responsive teaching and the Social Justice standards from Learning for Justice.