Part-Time English Teacher, High School in Chicago, IL for University of Chicago (UC)

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Alabama State University

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Bank Street College of Education

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University of California Los Angeles

Los Angeles, California

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Associate Teacher (Leave Replacement 2024-25)

Bank Street College of Education

New York, New York

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Midday Teacher Lower School

Bank Street College of Education

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Assistant Teacher at Infant Toddler Center

University of California Irvine

Irvine, California

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Substitute Teacher - Liberty Leads

Bank Street College of Education

New York, New York

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Bank Street College of Education

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Bank Street College of Education

New York, New York

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Substitute Teacher, Nursery - 8th Grade

Bank Street College of Education

New York, New York

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Nursery School Teacher (Part-Time)

Bard College

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Asian Language Education Program Consortium Bilingual Teacher Education Program Coordinator (Administrative Support Coordinator I)

California State University, Fullerton

Fullerton, California

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Full-time Substitute Teacher (Bard High School Early College Baltimore)

Bard College

Baltimore, MD

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Teacher - Early Head Start Program

Tennessee State University

Nashville, Tennessee

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Boston Children's Hospital

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Oakland University

Rochester, Michigan

Teacher (4107C) 75023

University of California, Berkeley

Berkeley, California

Specialist - Teacher-Fixed Term

Michigan State University

East Lansing, Michigan

Specialist - Teacher-Fixed Term

Michigan State University

East Lansing, Michigan

Part-Time Lecturer (Student Teacher Supervision)

Eastern Michigan University

Ypsilanti, Michigan

Part-Time English Teacher, High School

Location: Chicago, ILJob Description:JobÂ Summary:Critical analysis of literature stands at the core of our English Department as we develop thoughtful, reflective, independent readers and writers. We love literature and its power to inspire, question, and change perspective, and we hope that, along with building disciplined critical skills, we pass that love on to our students to carry on in their lives and out into the world. We strive for pedagogical diversity in how we invite students to enter texts, and we prioritize cultural and socio-political diversity in the material we teach. (The departmentâ™s working statement o

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