Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.

The School believes that each employee makes a significant contribution to the school’s success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.

POSITION SUMMARY

The Upper School English Teacher is well versed in teaching literature as well as analytical and creative writing. This role is dedicated to improvement of student writing and committed to building a diverse and inclusive community and a passion for lifelong learning. In addition to daily formal teaching responsibilities, teachers are expected to lead and participate in activities that include but are not limited to extra-curricular, experiential, and community engagement across grade levels. This position utilizes a variety of teaching methods to support different learning profiles and academic abilities in service to the development of students’ reading comprehension and writing skills. Please note: this is an interim position for the 2026-27 school year only. 

This position is offered at 0.75 FTE and is benefits eligible.

Pay Range:

• Based on Faculty Scale according to education and teaching experience
• range: $42,330 - $76,447.50/ year based on 0.75 FTE

ESSENTIAL DUTIES

• Work collaboratively with fellow staff members and administrators in curriculum design, assessment and instruction as it pertains to specific grade levels and programs.
• Collaborate with other upper school teachers, educators and specialist teachers to develop curriculum and plan special projects.
• Plan and teach a challenging course of study in a developmentally appropriate manner, with an eye towards differentiating instruction.
• Coordinate and implement appropriate student assessments and utilize assessment results to enhance student learning.
• Employ technology to enhance student learning.
• Create a culturally competent and inclusive classroom environment through regular class meetings, supportive exchanges with students, and clear expectations for classroom behavior.
• Communicate in a clear and timely fashion with parents, students, and colleagues.
• Work cooperatively and communicate effectively with parents in conferences and written reports in ways that meet the needs of the student and the school.
• Attend meetings, actively listen, and contribute to the discussion.
• Support and follow the Upper School Faculty Handbook for policies and procedures.
• Complete required school training courses each year.
• Act as an Upper School advisor.

OTHER DUTIES

• Actively support the school through participation in the variety of activities that make the Catlin Gabel School a vibrant community.
• Participate in ongoing professional development and training to support the Catlin Gabel mission.
• Complete other work as assigned by the Upper School Head.

INTERPERSONAL CONTACT

Interactions occur most routinely with students in the classroom and during other activities. Many informal interactions with students for whom the teacher has no direct supervision or responsibility happen regularly. Daily contact ranges from direct teaching of curriculum to informal exchanges of a personal or social nature. Regular contact with colleagues, particularly those working in the same grade level, discipline, or on a joint project is expected. Frequent contact with parents, either for scheduled conferences or casual conversation, is a community norm. Responsible and active collaboration with colleagues in all divisions is expected. 

COMPETENCIES

• Ability to teach students who encompass a range of academic abilities and help students build self-confidence through successful exploration and discovery
• Usage of diverse, culturally competent, and inclusive literature and other literary materials
• Interpersonal skills to be a supportive, engaged, and flexible role model to foster life-long learning
• An understanding of and enthusiasm for working with upper school students 
• Ability to work effectively with others in a spirit of collegiality 
• Adaptability and flexibility to meet the needs of students and families in a dynamic environment
• Excellent communication skills to relate to students, families, and colleagues
• Proficiency in the use of appropriate technology and applications
• Willingness to sponsor an activity, club, or to coach a team is highly desirable

EDUCATION AND/OR EXPERIENCE

• Bachelor’s degree in English, Rhetoric, or Comparative Literature required; MA, MAT, or MFA preferred
• At least two years of teaching experience with adolescents
• Understanding of and experience with student-centered teaching, project-based learning, and performance-based assessment

SUPERVISORY RESPONSIBILITIES

• This position does not supervise other employees

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS

The requirements listed below are representative of physical requirements and may not be all-encompassing. Incumbents must be able to perform job duties with or without accommodations. Work is primarily performed in a classroom setting and includes occasional to frequent work leading students off campus activities.

• The person in this position must be able to remain in a stationary position for lesson preparation, report writing, and collaborative meetings 40%-50% of the time.
• Requires mobility to traverse campus to accompany and assure the safety of students
• • This may include moving up and down stairs or hills between facilities multiple times throughout the workday.
  • Occasional bending, squatting, stooping, and kneeling
• Occasionally lifting up to 20 pounds
• Occasional travel off-campus with groups of students by public transportation, bus or van may be required.

Schedule

This is a faculty position with an academic year schedule. Teachers are expected to be on campus at least between 8:00 a.m. and 4:00 p.m. daily, and to attend other functions as designated, including regular Wednesday meetings that have a 5:00 pm end time. Full-time faculty teachers are expected to travel to retreats, conferences, and workshops, as well as to accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments.