Georgetown Preparatory School, the nation's oldest Jesuit high school, is currently seeking a social studies teacher for a full–time position for the 2019-20 academic year. The applicant should be comfortable teaching U.S. History and World History. A Bachelor’s Degree in the appropriate teaching area is required, with a Master’s Degree preferred OR a combination of an unrelated bachelor's degree and appropriate professional experience. Applicants must be enthusiastic, energetic, and willing to teach as a member of a team, in conjunction with the other department members. The ideal candidate will have experience teaching social studies at the high school level, and will also have experience with and appreciation for the Jesuit model of education.
Successful candidates may also be eligible to apply for a role working with the boarding community in the dormitories. Faculty who also work as dorm parents are provided with housing accommodations and additional benefits.
Georgetown Preparatory School, located outside Washington, D.C. and founded in 1789, is an independent, Jesuit, college preparatory, residential and day school for young men in grades 9-12. Enrollment is 490. Average class size is 16.
Georgetown Prep requires a commitment to the mission and values of the school, as well as the willingness to contribute to the co-curricular program.
All interested candidates should submit to Ms. Denise Hitt, Assistant to the Headmaster (firstname.lastname@example.org) the following:
1. A letter of interest 2. Resume 3. A response to the following: Describe your philosophy of education and explain how you hope to put it into practice as a member of the Georgetown Prep faculty. (Maximum Response: 1000 words)
About Georgetown Preparatory School
Founded in 1789, Georgetown Preparatory is a Jesuit, Catholic college preparatory day and boarding school. Prep’s commitment to the 450 year-old Ignatian paradigm of a rigorous liberal arts curriculum emphasizes reflection, discernment, scholarly and programmatic excellence and personal responsibility. The curriculum exposes students to a breadth of knowledge and calls for critical evaluation and self-examination. Students are taught in small classes where they participate in active discussion with teachers and an atmosphere of genuine concern for the personal growth of the individual is fostered.