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.
Laboratory Schools: English Teacher, High School (PT, 1-yr Only)
University of Chicago (UC)
Location: Chicago, Illinois
Internal Number: JR14882
Location: Chicago, IL
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, to question, and to 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 on diversity, equity and inclusion is available here, and you can see a recent department booklist here.)
Our foundational courses are not based on traditional content areas (no American lit, Brit lit, world lit, etc.), but rather are designed around the literature that best facilitates skill development. Weâ™re more about how than what, though we know our texts very, very well. Our courses all build or reinforce a well-scaffolded, evidence-first process for developing original critical essays. We also, however, offer significant alternative assignments -- such as poetry translation, text illustration, cross-textual explorations, playwrighting or story writing -- to give students a variety of paths to think about what they read and what writers do.
We want students to step back and objectively consider the text on its own terms, and we want them to step forward and bring themselves to the text. Teachers are expected to create an environment that allows students to think critically, creatively, and independently; to foster engaging discussions in class; to help students follow a clear, structured writing process; and to adapt classroom instruction to various learning styles.
ADDITIONAL NOTE: We are posting full-time and part-time temporary positions with the same teaching responsibilities. Candidates should apply for whichever they prefer. If they are interested in both, they should apply to the one they most prefer and make clear in their cover letter that they are open to both.
Responsible for helping develop the curriculum, doing so in collaboration on course teams; for supervising students both in and out of the classroom; and for maintaining up-to-date teaching techniques to provide students with a quality educational experience.Â
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.Â 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.Â
English teachers report to their respective Principals and are responsible to the English Department Chair.Â The high school currently supports separate History and English departments and the middle school support a combined Humanities department.Â
The school is developing more interdisciplinary programming and is keen to have teachers collaborate and teach across departments and divisions.Â Demonstrated interest and ability to do both are strongly preferred.Â Â
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.
Anticipated start date for this position is 9/1/2022.
Adapt to changing circumstances and be flexible in work with students.
Interact with a diverse group of faculty, staff, students, and parents 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.
Work independently and as part of a team required.
Manage stressful situations required.
Maintain confidentiality required.
Work on multiple projects simultaneously, set priorities, and meet deadlines required.
Education, Experience or Certifications:
Education: Â Â Â
Bachelor's degree in English or a related field (ie. comparative literature, humanities) required.
Master's degree in English or a related field preferred.Â
Experience: Â Â Â Â Â
A minimum of three years of middle school or high school teaching experience is preferred.
Ability to teach any grade level of high school English required.
Ability to teach Middle School Humanities preferred.
Experience working with a wide range of students with diverse backgrounds, such as race, ethnicity, sexual orientation, learning abilities, class, language and nationality, preferred.Â
Technical Knowledge or Skills:
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.
Develop curricula, lesson plans, and assessment tools required.
Use standard productivity software (Microsoft Office, calendar/scheduling software, etc.) required.
Working Conditions and Physical Requirements:
Move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.
Move class-related equipment/tools, as appropriate, around school property.
When appropriate, escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.
Demonstrate lessons, when appropriate.
Professional References Contact Information (3)
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.
The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at: securityreport.uchicago.edu. Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637.
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.