The Upper School Chinese Long-Term Substitute Teacher is responsible for preparing dynamic lessons and teaching levels 2-4 of Chinese to Upper School students.
Initiates, facilitates, and moderates classroom activities.
Evaluates and grades students’ classwork, assignments, and papers.
Prepares course materials such as homework assignments, Integrated Performance Assessments/thematic units, and presentations.
Maintains student attendance records, grades, and written feedback on graded assignments.
Plans how to deliver course content creates materials, and employs varied measures of instruction.
Collaborates with Chinese teachers to create, support, and maintain parity among parallel courses.
Compiles, administers, and grades examinations.
Maintains contact with students and parents with regular communication and regularly scheduled evaluations.
Other duties as assigned by the department chair and/or division head(s).
Bachelor’s degree or post-graduate work in Chinese.
Prior teaching experience preferred, preferably in an independent school environment.
Advanced level of proficiency in Chinese. Native or near-native fluency preferred.
Excellent verbal and written communication and interpersonal skills in Chinese and English.
Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
Demonstrated enthusiasm for teaching and learning.
Organized, detail-oriented, dependable, and capable of taking initiative.
Compassionate and knowledgeable in delivering content to students with diverse learning styles.
Comfortable using technology both in and out of the classroom.
Interested candidates, please email a cover letter, resume, statement of educational philosophy, and contact information for three references to firstname.lastname@example.org.
About Springside Chestnut Hill Academy
Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education.
Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth.
Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives.
SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond.
Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.