High School History Teacher (long-term substitute)
Georgetown Day School
Application
Details
Posted: 10-Oct-24
Location: Washington, D.C.
Type: Contract
Salary Details:
D.C. Wage Transparency Act
Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience; which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $63,000 annually for the 2024-2025 School Year and each year of experience equates to approximately $1,000 to 1,500 additional compensation annually. There are additional opportunities on campus for coaching and various stipends, as well.
Required Education:
4 Year Degree
Internal Number: 1054
About the Position
LOCATION: On Campus START DATE: February 3, 2025 TYPE OF OPPORTUNITY: Full-time long-term substitute, salaried, exempt with benefits.
DEPARTMENT: High School History
REPORTS TO: High School History Department Chair
Preference will be given to candidates who can teach not only their specialty but also a diverse range of History courses, including U.S. history and various non-Western History offerings.
Georgetown Day School in Washington, D.C., seeks a full-time High School History teacher for Spring 2024. The position includes teaching four sections of history classes in person and requires attendance at all department and faculty meetings. Facility and experience teaching US Immigration History, World History and DC History are a plus.
Essential Duties/Responsibilities
The successful candidate should also have documented success guiding students through writing major research papers using primary and secondary sources.
While working collaboratively with other members of the History Department, the teacher will be responsible for all aspects of lesson planning, instruction and assessment. Committed to developing students’ critical thinking and growth as readers, writers, and thinkers.
Additional Duties and Responsibilities
Secondary responsibilities include offering student support outside of class, engaging with parents. High school teachers may serve as advisors to student clubs or coach sports.
Attendance at all grade level, department, and divisional meetings.
Accomplishes all tasks as appropriate. Other duties outside this description may be assigned as necessary.
D.C. Wage Transparency Act
Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience; which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $63,000 annually for the 2024-2025 School Year and each year of experience equates to approximately $1,000 to 1,500 additional compensation annually. There are additional opportunities on campus for coaching and various stipends, as well.
To Apply
Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org.
As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.
Qualifications
BA in History/Political Science or a related field is required
MA in History/Political Science or a related field preferred
Three years or more of high school teaching experience preferred
Skills
A student-centered educator
Knowledgeable about adolescents’ intellectual, social and emotional development
Versatile and open to diverse teaching assignments within the department
Americans with Disability Specifications
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Work Environment:
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.
The noise level in the work environment is usually moderate.
Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.
Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.
Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.