Job Information
Greenwich Country Day School Mandarin Teacher, Grades 9-12 in Greenwich, Connecticut
Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The new High School (9-12,) established in 2019, is located less than two miles away on the Stanwich Road campus. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose.
GCDS is fortunate to have built a large endowment that helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds.
Greenwich Country Day School seeks a Mandarin Teacher, Grades 9-12, to start in August 2024. Fluency in and the ability to teach multiple languages is highly desirable, as is interdisciplinary proficiency.
In addition, each GCDS faculty member is expected to demonstrate ability in the following areas:
Understands, champions, and implements GCDS Design Principles
Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom
Cultural competency skills to collaborate effectively across difference
Sets high expectations for learning, academic achievement, and character development
Exhibits strong working knowledge of student cognitive development and learning preferences
Identifies and supports students’ social, emotional, and academic needs
Provides timely feedback to students, and collaborates with faculty to offer specialized support in pursuit of each student’s learning goals
Implements a wide array of pedagogical tools and strategies in appropriate and effective combinations
Facilitates and designs effective group/collaborative work and productive dialogue among students and teachers
Communicates effectively with students/families about classwork, learning goals, and student progress
Demonstrates content knowledge and expertise; and scaffolds curriculum to ensure progress towards mastery
Ensures that reading and writing are aimed across the curriculum and learning design
Collaborates and plans actively for learning with teachers and students
Implements backward design to align all lessons, activities, and assessments
Designs formal and informal assessments that measure student progress; employs a variety of formative and summative assessments to gauge student progress toward mastery
Fosters student growth through structured opportunities for reflection, including Student-Led Conferences and Presentations of Learning
Provides opportunities for student engagement through “Voice and Choice”
Creates relevant and authentic learning experiences; is able to include and/or connect with outside experts and resources towards this aim
Showcases student work within the community and prepares students to exhibit and communicate effectively
Responsibilities Include:
Instructional responsibility in language
Oversight of the development and progress of each child
Assessment of all students’ progress in both written and verbal reports
Communication with parents
Collaborative work with colleagues on grade level, departmental and interdisciplinary faculty teams, Upper School faculty and staff, and the broader school community
Required Qualifications:
Minimum of a Bachelor’s Degree or demonstrated professional competency
Minimum of 3 years of successful classroom teaching experience with students in this age group
Experience with inquiry-based learning and/or project-based learning
A passion for learning and the ability to motivate and inspire students
Excellent written and verbal communication skills
Commitment to building a diverse, equitable, and inclusive school community
Willingness to take on multiple roles within the school
Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor
Preferred Qualifications:
Advanced degree in the field
Capacity to teach multiple languages
Work experience outside of education
Mentoring or advising experience (with adolescents)
Athletic coaching experience is valued and welcome
Demonstrated experience in establishing collaborative relationships with external partners/organizations in the design and implementation of learning experiences
Interested candidates are invited to use the link provided to send a cover letter and resume to:
Raquel Salcedo, Director of Recruiting & Talent
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