Website: http://www.gps.edu

ABOUT GIRLS PREPARATORY SCHOOL:

Girls Preparatory School (GPS) was founded in 1906 to provide girls with the necessary courses to pursue a college education. GPS has proudly graduated almost 6,000 young women since then. Currently, 130 faculty and staff serve 550 girls in grades 6-12 with a college preparatory curriculum that includes a full complement of humanities, arts, and STEM courses, and cocurricular programs of leadership development, athletics, performing arts, and community engagement.

 

TEACHING POSITION SUMMARY:

The ideal candidate will be enthusiastic about teaching Upper School girls in the areas of physics and chemistry. The candidate will be expected to design and maintain a class environment responsive to girls’ academic and personal growth and to establish effective rapport with students. They will work within a team setting of shared ideas and constructive feedback in a collaborative manner. Daily instructional plans should demonstrate knowledge of best practices in differentiated instruction and 21st-century pedagogical approaches, encouraging student-led inquiry and creative critical thinking.

They will demonstrate an educational and academic background in various levels of science instruction, including physics and chemistry as well as diverse pedagogical techniques. Additionally, the ideal candidate will have experience in interdisciplinary connections, specifically within STEM-related fields as well as expertise in cultivating critical thinking and problem-solving in students.

Teaching Duties and Responsibilities:

  • Plan, develop, and execute lessons that reflect the Upper School physical science curriculum;
  • Create a classroom environment that actively engages students and is developmentally appropriate for the age, maturity, and interests of the students;
  • Employ a variety of instructional and assessment strategies, including, but not limited to, direct instruction, guided practice, demonstrations, discussions, and inquiry-based learning activities to facilitate knowledge and skill development;
  • Adapt science course curriculum for individual, small group, and remedial instruction to meet the needs of identified students or subgroups of students;
  • Evaluate the academic and social growth of students;
  • Show an understanding of and a commitment to the importance of integrated technology in science instruction;
  • Evaluate student progress and, with the assistance of support services, determine a student’s ability to meet course standards in math-related knowledge and skills;
  • Demonstrate a dedication to ongoing professional development by engaging in departmental and institutional opportunities; 
  • Serve as an advisor within the school’s advisory program;
  • Co-sponsor or sponsor an Upper School club or school activity; and
  • Perform other related duties as directed by the Head of School, Associate Head of School, or Division Head.

  Qualifications:

  • Bachelor’s degree or post-graduate work in physical science or a related field; 
  • MA or MEd is highly desirable;
  • A minimum of three years’ teaching experience is required;
  • Ability to teach upper-level physics and chemistry courses;
  • Experience teaching AP level science courses preferred;
  • Experience in developing an interdisciplinary STEM curriculum is preferred;
  • Understanding of and commitment to the instructional and educational practices that support, guide, and inspire girls and young women to identify their strengths and goals for their futures; 
  • Demonstrated commitment to building cultural competencies and empowering students to engage across differences;
  • Outstanding and varied effective written and verbal communication skills that demonstrate leadership and facilitation skills; and
  • Collegiality and eagerness to collaborate with fellow faculty members in a cross-disciplinary fashion.

It is the School’s policy to provide equal employment opportunity to all employees and applicants for employment without regard to race, color, religion, gender, national origin, age, genetic information, veteran status, or disability or any other characteristic protected under federal, state, or local antidiscrimination laws. It is the intent and resolve of the School to comply with the letter and the spirit of the law in the implementation of all facets of equal opportunity. The School’s equal employment opportunity practices extend to recruitment, hiring, selection, compensation, benefits, transfer, promotion, training, discipline, and all other terms, conditions, and privileges of employment.

 All employees are responsible for complying with the School’s equal employment opportunity policy.

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