Members to NAGC can receive three publications -- Parenting for Gifted Children, Teaching for High Potential, and the academic journal, Gifted Child Quarterly. All are available through the mail and online.
The curriculum of the English Department is designed to help students read literary texts closely in order to discover what the text says, what the text means, how the text affects them, and how the text achieves its effect. To this end, English teachers develop and execute engaging lessons on texts from a range of periods, literary genres, and national literatures.
Teachers are expected to create an environment which allows students to think critically and independently; to teach students to read literature closely; to foster engaging discussions in class; to help students follow a clear, structured writing process; and to adapt classroom instruction to various learning styles.
Teachers are responsible for developing curriculum, supervising students both in and out of the classroom and maintaining up-to-date teaching techniques to provide students with a quality educational experience.
Teachers are also expected to build deep relationships with students, families, other faculty and staff to communicate about student progress and to foster a culture of community. We are looking for team members who will emanate optimism, solve problems collaboratively, reflect on how your actions impact others, create an engaging and inclusive school culture, and share in the united pursuit of Labâ™s mission.
The English Department is responsible for educating students in grades 9-12. The courses taught by the department are designed to teach reading, writing, and thinking skills, and the content of the courses is chosen to support those goals.
English teachers report to their respective Principals and are responsible to the English Department Chair. The high school currently supports separate History and English departments and middle school support a combined Humanities department.
The school is developing more interdisciplinary programming and is keen to have teachers collaborate and teach across departments and divisions. Demonstrated interest and ability to do both are strongly preferred.
All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement and are expected to work the required days as stipulated in that agreement.
The anticipated start date for this position is 9/1/2019.
Ability to quickly adapt to changing circumstances and be flexible in work with students.
Ability to interact with a diverse group of faculty, staff, students, and parents required.
Knowledge of diversity, equity and inclusion issues, and dynamics in the classroom and in developing healthy, supportive relationships with all students.
Strong knowledge of course subject matter required.
Knowledge of instructional methodologies required.
Strong knowledge of child development required.
Ability to develop curricula, lesson plans, and assessment tools required.
Analytical skills required.
Problem-solving skills required.
Decision-making skills required.
Attention to detail required.
Organizational skills required.
Computational skills required.
Verbal and written communication skills.
Interpersonal skills required.
Ability to work independently and as part of a team required.
Ability to manage stressful situations required.
Ability to maintain confidentiality required.
Ability to work on multiple projects simultaneously, set priorities, and meet deadlines required.
Ability to use standard productivity software (Microsoft Office, calendar/schedule software, etc.) required.
Education, Experience and Certifications:
Bachelor's degree in English or a related field (ie. comparative literature, humanities) required.
Master's degree in English or a related field preferred.
A minimum of three years of middle school or high school teaching experience required.
Ability to teach any grade level of high school English required.
Experience working with a wide range of students with diverse backgrounds, such as race, ethnicity, sexual orientation, learning abilities, class, language, and nationality, preferred.
Working Conditions and Physical Requirements:
Ability to move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.
Ability to move class-related equipment/tools, as appropriate, around school property.
When appropriate, the ability to escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.
Ability to demonstrate lessons, when appropriate.
â‹NOTE: When applying, all required documents MUST be uploaded under the Resume/CV section of the application.
The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.
Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via the Applicant Inquiry Form.
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About University of Chicago
One of the world's premier academic and research institutions, the University of Chicago has driven new ways of thinking since our 1890 founding. Today, UChicago is an intellectual destination that draws inspired scholars to our Hyde Park and international campuses, keeping UChicago at the nexus of ideas that challenge and change the world.