Job Details

Upper School English Teacher (Temporary)

Catlin Gabel School, Portland, OR

Job - Education

Close Date: 02/14/2018

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 also believes that each employee makes a significant contribution to its 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 his/her services wherever and whenever necessary to ensure the success of our endeavors.

Department: UPPER SCHOOL

FTE: 0.75 (EXEMPT)

Catlin Gabel School is seeking an experienced educator to fill a temporary English teacher position. We are seeking a collaborative individual who is comfortable teaching both ninth and tenth grade. The position would begin in late April/early May and would continue through the end of the first semester of the 2018/19 school year. In addition to daily responsibilities, Upper School teachers are expected to participate in, and lead, activities that include but are not limited to extra-curricular, experiential, and community service learning across grade levels.

The ideal candidate will be well versed in teaching literature as well as analytical and creative writing. Important personal qualities include interest in and demonstrated ability to teach and support adolescents, flexibility, energy, collegiality, sense of humor and a dedication to collaboration. Duties include conferring regularly with students, writing evaluative reports, attending parent conferences, and participating in co-curricular programs. The candidate must demonstrate proficiency with new technology and a willingness to integrate technology into classroom lessons. The candidate must possess a strong work ethic, dedication to improving student writing, a commitment to building a diverse and inclusive community and a passion for lifelong learning.

Catlin Gabel asks much from its teachers beyond their classroom responsibilities. These opportunities include working with students and colleagues to enrich the school’s life outside the classroom.

•Work collaboratively with fellow staff members and administrators in curriculum design, assessment and instruction as it pertains to specific grade levels and program.
• Collaborate with other upper school teachers, educators and specialist teachers to develop curriculum, plan trips, and special projects.
• Communicate in a clear and timely fashion with parents, students, and colleagues.
• Attend meetings, actively listen, and contribute to the discussion.
• Actively review, plan, and develop the school's curriculum, both horizontally and vertically.
• Plan and teach a challenging course of study in a developmentally appropriate manner, with an eye towards differentiating instruction.
• Coordinate and implement at the classroom level appropriate student assessments and utilize assessment results to enhance student learning.
• Employ technology to enhance student learning.
• Create an inclusive classroom environment through regular class meetings, supportive exchanges with students, and clear expectations for classroom behavior.
• Actively support the school through participation in the variety of activities that make Catlin Gabel a vibrant community.
• Cooperatively work and effectively communicate with parents in conferences and written reports in ways that meet the needs of the student and the school.
• Support and follow the Handbook for Policies and Procedure.
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)
• Be a constructive and contributing member of the professional community.
• Collaborate effectively with individuals of diverse backgrounds.
• Act as an Upper School advisor.
• Plan trips and travel with students to further the school’s Global Education Program’s goals.
• Perform other duties as assigned by Upper School Head or Department Chairperson.

Work is performed largely independently, in consultation with the English department, grade level team, and Upper School Head. There is considerable autonomy in designing courses, choosing materials and conducting class sessions.


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 occur. Daily contact ranges from direct teaching of curriculum and student advising, to informal exchanges of a personal or social nature. Regular contact with Upper School colleagues, particularly those working in the same grade level or discipline, or on a joint project, is expected. Frequent contact with parents either for scheduled conferences or casual conversation is a community norm.


• Bachelor’s degree in English, Rhetoric, or Comparative Literature, MA or MFA preferred.
• Teaching background and demonstrated experience with adolescents.
• Willingness to sponsor an activity, club, or coach is highly desirable.
• Understanding and experience with student-centered teaching, project-based learning, and performance-based assessment.

This is a teaching 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. Full-time faculty members expected to travel to retreats, conferences and workshops as well as to accompany students on various experiential activities throughout the year. Less than full-time faculty members are expected to participate in activities as well, with the level of participation decided in conversation with the Upper School Head. There are some mandatory evening and weekend commitments.

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