Job Description

OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.

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 sixth grade Humanities teacher works closely with a partner teacher to develop and implement innovative curriculum and learner-centered activities for sixth grade students that integrate history and English language arts content into an interdisciplinary class. A successful teacher in this position has the capacity to foster in students an enthusiasm for the exploration of ideas and concepts in a student-centered, inquiry based classroom. The teacher will have experience designing curriculum and learning activities based on specific learning outcomes that are informed by national standards. Experience with proficiency grading, as well as the ability to respond to the needs of middle school learners are crucial skill sets. This role relies on someone who collaborates effectively with fellow teachers, members of the English and History and Social Studies Departments, and the Middle School faculty as a whole. 

In addition to the qualifications detailed below, the successful teacher will 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 responsibilities, faculty participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential programming on and off campus, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in coaching athletics are encouraged to apply for these additional opportunities for student engagement and are strongly considered.

ESSENTIAL DUTIES:

Curriculum Development and Teaching

• Design and deliver curriculum with clear, consistent, and appropriate learning outcomes aligned with English and History and Social Studies Departments’ goals and schoolwide strategic initiatives.
• Develop assessments and activities that promote student learning and growth, using a proficiency grading scale.
• Differentiate instruction to meet the needs of all learners and integrate technology effectively in teaching and assessment.

Feedback and Communication

• Provide frequent, constructive, and prompt feedback to students.
• Communicate with students and families in a clear, timely, and professional manner.
• Establish and maintain positive relationships with students and families to foster learning and community building.

Classroom Management

• Create a safe, inclusive, and respectful learning environment where all students feel valued.
• Establish and uphold appropriate standards for behavior using Restorative Practices that encourage reflection, problem-solving, and relationship-building.

Professional Collaboration and Development

• Collaborate proactively and productively with colleagues in team and department meetings.
• Engage in school-wide Learning and Teaching programs, seeking and applying professional feedback to enhance teaching practices.
• Participate fully in training around diversity, equity, inclusion, anti-racism (DEIA), and use the Social Justice standards from Learning for Justice. 
• Attend Middle School, grade-level team, and department meetings.
• Uphold professional standards of punctuality and meet deadlines as needed.

Engagement in the Community

• Advise a group of Middle School students and participate in two overnight grade-level trips.
• Serve as a role model for Middle School students, promoting the school’s values of respect, inclusion, and lifelong learning.
• Recognize, respect and promote the cultural difference and diversity of the individuals in the classroom and community.

MINIMUM QUALIFICATIONS:

• BA/BS or equivalent in English, history, or a related field  
• Two years of experience teaching English, history, Humanities, or completion of a teaching certification program at the secondary level
• Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities,  demonstrated commitment to equity and inclusion for people of all backgrounds and identities 
• Experience with learning management systems
• Ability to pass a criminal background check

PREFERRED QUALIFICATIONS: 

• MA/MS or equivalent in English, history, or related field  
• Experience teaching courses from 6th through 8th grade
• Five years’ experience teaching at a secondary school
• Demonstrated innovation in the teaching of English or history, technology integration, curriculum design and inquiry-based learning  

KNOWLEDGE, SKILLS, AND ABILITIES: 

• Verbal and written communication skills, ability to manage confidential  information in compliance with the law and best practice 
• Ability to consistently apply principles of equity, inclusion, and anti-racism in day to day work and in the broader workplace community
• Organizational skills, ability to work well on teams 
• Knowledge of educational technology, with an openness to innovation and willingness to learn as tools evolve 

PHYSICAL REQUIREMENTS: 

• Ability to sit at computer and keyboard for moderate periods 
• Mobility sufficient to move about the campus, to include climbing stairs 
• Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly 
• Ability to lift and carry up to 25 pounds on an occasional basis 

About Oregon Episcopal School

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. Oregon Episcopal School 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 School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, culturally diverse learning community.

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