Position Purpose: The US Spanish teacher prepares a dynamic program which amplifies and guides our students’ communicative curiosity in the language and about the cultures of the Spanish-speaking world. The teacher coaches students towards meaningful action using the target language as the main vehicle and driver. Essential Functions
Demonstrates flexibility to teach all levels of Spanish; from Spanish 1 through Spanish 5 Advanced Placement.
Immerses students in 90-100% comprehensible Spanish input.
Encourages students to listen actively, speak often, and take risks while acquiring the language.
Embraces the idea that errors are an expected part of acquiring language and builds in opportunities for feedback, reflection, and goal setting while explicitly modeling a growth mindset.
Helps students to develop interpretive, interpersonal, and presentational skills in Spanish embedded through community building activities, comprehensible input, scaffolded tasks, intercultural Spanish competency units, guided readings, and storytelling.
Prepares course materials such as Integrated Performance Assessments, meaningful homework, and purposeful/authentic tasks that help students negotiate meaning in the target language.
Initiates, facilitates, and moderates engaging, interactive, and purposeful classroom tasks, as well as local and global community partnerships.
Plans how to deliver comprehensible course content, create materials and employ varied measures of instruction in collaboration with other Spanish teachers to create, support, and maintain parity among parallel courses as well as vertical alignment.
Adopts a learner’s mindset ready to prototype and workshop with team members when implementing innovative teaching practices.
Pivots with ease from face-to-face to remote learning instruction thanks to proficiency in communicative technology tools, clear navigation pathways, project-based assessments, and relationship-building activities.
Keeps abreast of developments in the field by participating in professional development, sharing findings with colleagues, and reading current literature, such as, The Keys to Strategies for Language Instruction(2017) Grahn, McAlpine; or While We’re on the Topic (2017) Bill van Patten.
Embraces and employs best practices as described by national second language experts when creating lessons, units, and curriculum. Some examples include ACTFL’s Proficiency Guidelines, NCSSFL-ACTFL’s Can-Do Statements, and Partnership for 21st Century Skills 4 C’s.
Maintains student attendance records, grades, and regular written and verbal feedback on graded assignments.
Maintains contact with students and parents with regular communication and regularly scheduled evaluations.
Evaluates students’ class work and assignments.
Advises a small group of students, provides academic and emotional support and communicates regularly with parents and guardians of advisees.
Participates and attends Parent/Admissions events as required.
Other duties as assigned by the Language Department Chair and Division Heads.
Bachelor’s degree or post-graduate work in Spanish or in teaching Spanish as a second language; master’s degree preferred.
Prior teaching experience preferred, preferably in an independent school environment.
Superior skills in teaching Spanish as a second language to children; proficiency in a second language preferred.
Demonstrated enthusiasm for teaching and learning.
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 active anti-racism.
Compassionate and knowledgeable in delivering content to students with diverse learning styles.
Excellent verbal and written communication and interpersonal skills in Spanish and English.
Effective classroom management strategies.
Organized, detail-oriented, dependable, and capable of taking initiative.
Comfortable using technology both on-site and in remote learning environments.
Application Procedures Interested candidates, please email a cover letter, resume, statement of educational philosophy, and contact information for three professional references to email@example.com.
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.