Pomfret School, a co-ed, independent, college preparatory boarding and day school consisting of 355 students in grades 9 – PG, is seeking a short-term Spanish substitute teacher to cover classes and possibly engage in other areas of school life during the fall-term, from Sept. 4 to Nov. 17, 2018.
This substitute position is a one time, short-term appointment beginning on Sept. 4 and ending on Nov. 17, 2018. The chosen candidate must also attend some opening faculty meetings held from Aug. 27-30. If needed, a school-provided apartment is available for use during the timeframe of the short-term position.
Core responsibilities for short-term Spanish position include:
Teaching four sections of Spanish classes (various levels) in an interactive classroom environment
Attending faculty meetings, school meetings, chapel services, and other required school functions
If desired, other responsibilities for the short-term Spanish position may include:
Coaching or supervising an athletic team or afternoon program
Living in a dormitory and/or participating in the residential life program, which includes a rotation of weeknight and weekend responsibilities
Participating in the School’s student life program, QUEST
Additional responsibilities for all teachers at Pomfret include:
Knowing, understanding and committing to the Mission and Vision of Pomfret School
Building positive and appropriate relationships with students and colleagues
Designing and facilitating rigorous and empowering learning that is student-centered, relevant, and meaningful
Valuing the diverse thoughts, perspectives, learning abilities and life experiences of students and colleagues
Collaborating with colleagues to create programs (academic, extracurricular, dormitory, QUEST, etc.) that enhance the growth and learning of students while fulfilling the goals of Pomfret’s Mission and Vision
Managing relationships with parents that support the social and emotional well-being, intellectual development, and independent personal responsibility of students
Cultivating the discipline, habits, and mindsets of a reflective practitioner by seeking feedback, documenting his/her learning, and establishing related goals and action plans that target student outcomes
Pomfret prides itself on recruiting and supporting administrators and teachers who are leaders and learners and who are deeply devoted to cultivating curiosity and love of learning in our students. An educator at Pomfret is committed to excellent teaching in service of the Mission of the School and its students. Pomfret administrators and teachers create learning environments designed to fulfill the goals of the School's program, a commitment to diversity, and the Vision of the Pomfret Graduate. Faculty at Pomfret embrace the boarding school lifestyle and are committed to educating the whole child. They appropriately challenge students, and support and guide them to reach their potential in the academic arena, on the playing fields, in the dormitories, and within the overall community.
Successful applicants are dynamic individuals able to thrive in a fast-paced yet rewarding environment. Teaching positions report primarily to the Assistant Head of School and requisite Academic Department Chair(s) while receiving responsibility-specific feedback from the leaders of the other programs served.
At Pomfret, we value diversity and always employ, retain, promote, and otherwise treat all employees and job applicants based on merit, qualifications, competence, and talent. We do not discriminate on the basis of race, gender, religion, color, national origin, sexual orientation, age, marital status, veteran status, disability status, or any other characteristic protected by law. Pomfret School is a member of SPHERE, a consortium of eleven Hartford-area independent schools committed to broadening diversity of our student bodies, administration, faculty and staff.
Requirements for all teachers at Pomfret include:
A committed, team player who is/has:
Dedicated to supporting the Mission of the School and Vision of the Pomfret Graduate
Passionate about, comfortable with, and find enjoyment in working with adolescents
Able to relate well to all constituents in a school community
Organized, diligent, and possess a strong, proactive work ethic
Excellent written, oral, and interpersonal communication skills
Able to communicate clearly, in a timely manner, and with confidentially with students, parents, and colleagues
An ability to multi-task and able to fulfill many responsibilities with diligence, resilience, poise, and a sense of humor
Empathetic leader and learner with demonstrated success in providing student-centered, solution-focused mentoring to high school-aged students
Preferred candidates will have a strong desire to live and work in a boarding school environment. Candidates deemed most qualified hold advanced degrees.
Interested candidates should prepare a cover letter, current resume or CV, and contact information for at least three professional references, and email them to Richard K. Dempsey, Assistant Head of School, at firstname.lastname@example.org. When communicating by email, please include “Spanish position” in the subject line of your message.
Pomfret School is an independent coeducational college preparatory boarding and day school for 355 students in grades 9 through 12 and postgraduates. Set on a beautiful 500-acre campus in Northeastern Connecticut and brought to life by an exceptional faculty, Pomfret offers a challenging and rewarding experience for students from various cultural and socio-economic backgrounds. Through an engaging process of learning and leading, a commitment to service beyond self, and numerous opportunities for personal growth in academic, athletic, artistic, and residential settings, students emerge as ethical and active citizens of the world. With a clear mission, Pomfret School cultivates a healthy interdependence of mind, body, and spirit in its students as it prepares them for college and to lead and learn in a diverse and increasingly interconnected society.
Pomfret School does not discriminate on the basis of race, color, religion, gender, sexual orientation, national and ethnic origin, age, disability, or any other characteristic protected by law in administration of its employment, enrollment, or educational policies, tuition assistance programs or other administered programs.