Sacred Heart Greenwich has been empowering girls and young women since 1848 in a stimulating and developmentally appropriate educational environment in accordance with the Goals and Criteria of a Sacred Heart education. This mission provides opportunities to develop spiritual, cognitive, social, emotional, and physical skills. Sacred Heart Greenwich integrates technology into the learning process through enhanced collaboration, exploration, discovery, and creativity.  

We aim to form students of faith, intellect, and awareness, who will use their gifts in service to others.  Relationship and mentoring are at the heart of the student experience, which is grounded in inquiry, problem solving, interdisciplinary connection, collaboration, and an understanding of social justice. Student leadership and well-being are connected to every academic discipline, as all full-time teachers are also grade level advisors.  

The school offers a coed program for young children at the Barat Center for Early Childhood Education and then an all-girls experience from K-12 on our 110-acre campus in Greenwich, Connecticut.  We are proudly part of the Network of Sacred Heart Schools.

We are currently seeking an Upper School English and World Literature Teacher to join in the vision of our English Department for the 2020-2021 school year.  

Position: Upper School English and World Literature Teacher
Reports to: Head of Upper School and English Department Chair
FLSA Status: Exempt 

Job Summary: Essential Responsibilities/Capabilities:

• Sincere and visible commitment to best critical thinking, reading, writing, and research practices and continued professional development

• Willingness to teach flexibly within grades 9-12 and to collaborate with colleagues across disciplines

• Genuine passion for and command of subject matter and enthusiasm for working with high school students

• Experience and demonstrated success in implementing a scaffolded, organized, inquiry-based, student-centered instructional approach

• Design of instruction that encourages students to think and write critically, ask questions,  reason creatively, and inspires confidence in their own abilities

• Instruction encourages curiosity, exploration, and discovery appropriate to the developmental levels and learning styles of the students

• Support for all learners through diverse strategies and approaches in a caring classroom environment where students learn and collaborate positively with one another 

• Proficiency with current educational technology, especially as part of classroom instruction and for hybrid/distance learning; facility with electronic communication and learning management systems

• Development of formative and summative assessments that portray differentiated approaches to identifying student understanding

• Evaluation of student work that exhibits fairness, consistency, and prompt response to student progress

• Supportive relationships with student, advisor, parents, and families 

• Interactions with parents on students’ academic progress, social growth, and learning needs at designated times of the year, and meetings with parents as necessary

• Engaged participation in the Upper School community, including division and departmental meetings, assigned non-instructional duties, and our advisory program