Devoted to intellectual inquiry, a collaborative spirit of learning, and an appreciation for the diversity of human experience, The Park School of Baltimore is a community founded on positive expectations of our students and respect for individual differences.
We cultivate children’s innate curiosity by nurturing their interests and engaging them as active participants in their own education.
We support young people in becoming confident questioners and responsible citizens of the world. ~The Park School Mission
The Park School is a non-sectarian, independent, coeducational day school of 814 students from Pre-Kindergarten through Grade 12. Founded in 1912 as one of the early progressive schools, The Park School continues to practice a distinct educational philosophy. The core values today, as in 1912, are a belief in children’s capacity to love learning; to grow academically and emotionally when inspired by highly qualified, caring teachers; and to develop self-discipline, confidence, and creative problem-solving skills through deep exploration and constant challenge. At every grade level, from Pre-Kindergarten through Upper School, Park actively encourages questioning and conversation as essential elements of the learning process. The school philosophy emphasizes a belief in positive expectations and expects that students, as they mature, will take increasing responsibility for their own learning.
The position will involve full-time teaching in Park’s Upper School Math Department. A full-time position includes teaching four sections; advising individual students, as well as student committees or activities; school-wide curriculum development in collaboration with colleagues; and involvement in discussion about community issues that affect the entire Upper School.
The primary goal of The Park School’s Mathematics Department is to enable students to become more mathematically capable, confident and appreciative. Inquiry and the construction of knowledge are essential elements of each student’s mathematical experience at Park. Classes are opportunities for students to explore interesting problems using important ideas from different areas of mathematics. Training in specific mathematical habits of mind (Tinker, Visualize, Simplify the Problem…) is an ongoing focus in the classroom.
For example, early in ninth grade the students study arithmetic sequences. They are asked how they might add up the numbers 1-10 without actually adding up the individual numbers. Eventually this generalizes to sequences of arbitrary length and different “common differences.” Students come up with different methods and eventually write their own formula for the sum of an arithmetic series. The teacher facilitates this conversation, perhaps pushing the students to use algebra to show that some of the methods that seem different from one another turn out to be equivalent.
Over the past several years, the Mathematics Department has written original 9th, 10th, and 11th grade curricula that have a strong emphasis on teaching students problem solving strategies and which encourage student discussion and inquiry. The new materials are being used as texts for all three grade levels. Work to revise and enhance the curricula will continue. It is essential that the new department member bring an enthusiasm for interesting problems, developing lessons, and collaborating with colleagues. Prospective applicants are encouraged to examine lessons from the curricula, available at http://www.parkmath.org/Sample -Lessons.
embrace the school’s progressive philosophy and teaching methods;
be able to teach up through calculus and beyond in a manner supportive of our philosophy;
have a Bachelor’s degree in mathematics or a related field (e.g. physics);
bring an enthusiasm for interesting problems and for discussing these problems with students;
want to engage students in activities that help them to develop and demonstrate an understanding of mathematics;
be flexible and responsive to student needs and willing to adapt lessons accordingly;
have a demonstrated openness to supporting our anti-racist action plan;
want to participate in mathematics curriculum development and assessment.
SALARY AND BENEFITS
Park salaries and benefits are highly competitive with those in other leading independent schools. For new appointments, salaries reflect experience and training equated to Park’s scales.
In addition to normal retirement and health benefits, the school offers the following distinctive programs:
Faculty and Curricular Advancement (FACA) Program: This program supports summer professional work by faculty on a distinctive scale. Established in 1989, FACA is supported by a $5.6 million endowment; currently, over 40% of all Park faculty participate in projects annually. Grants cover full salary and benefits for group or individual projects selected through a formal review process. Most grants are for four weeks; some are for shorter periods.
Tuition Remission: Under current policy, faculty and staff who have been employed at Park full-time for two years are eligible to receive full tuition remission for their children who attend Park. All candidates, including faculty children, must meet Park’s standards for admission. (During the first two years of employment, faculty may apply for aid through the need-based financial assistance program.)
APPLICATION PROCESS: Send letter of interest, personal statement, and résumé. Please indicate whether you plan to attend any national recruitment forums. Please also indicate whether there are any special circumstances that will affect the timing of your search, availability for interviews, and decisions for the coming year.
The Park School is an Equal Opportunity Employer and does not discriminate against employees or applicants for employment on the basis of race, color, national or ethnic origin, religion, gender identity and expression, sexual orientation, age, marital status, or any physical or mental disability unrelated to a reasonable performance of any employee’s duties.
About The Park School of Baltimore
Founded in 1912, Park School is a non-sectarian, independent, coeducational day school with 830 students in pre-kindergarten through grade twelve. The school’s core values, rooted in progressive educational philosophy, sustain an unshakable belief in children’s capacity to enjoy learning, to act rationally, and to grow when inspired by highly qualified, caring teachers. A fundamental commitment to inclusiveness and equity guides all programs and activities.