POSITION SUMMARY The US Library Assistant works closely with the librarian to smoothly manage the busy Upper School library. The Library Assistant provides clerical support, catalogs new materials, and directly assists students, faculty and staff throughout the day.  He or she supervises the Library when the Librarian is engaged in other tasks.  The person serving as Library Assistant is expected to be a full participant in the life of the Upper School (e.g., participating on campus days, at school events, and during clubs and activities).    ESSENTIAL DUTIES • Help maintain the library as an attractive, welcoming, efficiently run space for reading, study and              research needs • Catalog materials for the US Library using Alliance Plus and other appropriate sources • Develop and maintain interesting and topical displays in collaboration with the Librarian • Manage circulation, running overdue reports and sending notifications as needed using Follett Destiny • Shelve books, periodicals, and other library materials • Develop and maintain working knowledge of electronic resources to help provide research assistance to         faculty, staff and students using EbscoHost, Gale, and Oxford UP databases as well as search        engines • Maintain current working knowledge of print and DVD/video collection materials • Manage ordering, check-in, and maintenance of periodicals collection • Sort and distribute mail received by US Library • Manage selection and ordering of library office supplies and book processing materials • Maintain database for gift materials • Close the library at the end of the school day • Conduct intermittent inventory of collections as needed to maintain accurate records • Complete other tasks as required   SCOPE OF WORK The work includes many tasks requiring careful attention to detail.  A person who is both detail-oriented and flexible and adaptable to change will thrive in this position.  It is important that the candidate be competent and comfortable in working closely with both teenagers and adults.   SUPERVISORY RESPONSIBILITIES The Library Assistant supervises students in the library, including monitoring behavior, providing academic support, and reinforcing good study skills.   INTERPERSONAL CONTACTS Providing support to students, faculty and staff is the key way in which contacts are made.  Building and maintaining positive, productive relationships with students and adults is an essential part of the job.   SPECIFIC JOB SKILLS Excellent people skills, library cataloging experience, experience with word processing and spreadsheets, strong organizational skills, a detail-oriented approach, and good project management skills.   EDUCATION AND/OR EXPERIENCE Some college preferred, and strongly prefer recent library and cataloging experience.    WORKING CONDITIONS Ability to lift up to 30 lbs., reach and bend, and move about a school campus required.  Full-time in the US Library, Monday– Friday, 40 hours per week, on an academic calendar.         

POSITION SUMMARY A Beginning School Assistant supports teachers and children in the classroom, outdoors, and on field trips. Teaching Assistants may work in a childcare program when regular classes are not in session.   ESSENTIAL DUTIES Assist with supervision of children in the classroom, outdoors, and on field trips. Assist with preparation and care of materials. Assist with care and maintenance of the classroom environment. Supervise areas of the classroom and some activities. Participate in some planning sessions with teachers. Participate in Beginning School staff retreats when designated. Assist with all-day programs for After School Care when regular classes are not in session. Attend designated meetings for In-service and Orientation days. Take advantage of professional development opportunities and trainings.   SCOPE OF WORK Recurring tasks include managing materials, supervising and assisting children.  School policy and homeroom teacher directives serve as guidelines.  Most work performed under supervision of others, but in a collaborative environment.   SUPERVISORY RESPONSIBILITIES Supervises children inside and outside the classroom.   INTERPERSONAL CONTACTS Daily interactions are with children, parents, and specialist and homeroom teachers.  Frequent interactions with BS head.  Contact with colleagues and other teaching assistants.    SPECIFIC JOB SKILLS Must enjoy working with and have a basic understanding of the developmental needs of young children.  This job requires energy, empathy, flexibility, and the ability to collaborate.  Good health, mobility, and ability to lift 50lbs.  Regular attendance, punctuality and dependability are also required.   EDUCATION AND/OR EXPERIENCE Must hold at least an associate’s degree in early childhood education or qualify for level 7.5 in the state child care system.    WORKING CONDITIONS The Beginning School is housed in the building called the Beehive with accessible outdoor play areas. Teaching assistants are scheduled for 40 hours per week.  Full time Teaching Assistants hours are 8:00 am to 4:00 pm on school days. 35 hours during the week before the first day of school and 35 hours during the week following the last day of school are also part of this position.

  Assistant Girls Soccer Coach Season: End of August to end of October Experience and Skills: experience coaching high school and/or youth soccer. Flexible afternoon, evening and weekend schedule. Catlin Gabel is an equal opportunity employer committed to hiring and supporting a diverse workforce.  

  As your cover letter, please explain your specific interest in Catlin Gabel School, your personal philosophy on meaningful philanthropy and your philosophy on creating and maintaining a strong team         About Catlin Gabel Today     The director of development will join Catlin Gabel at an exciting and critical time.  The school is enjoying record enrollment and recently added a new signature initiative for extraordinary student scholar-leaders through the Knight Family Scholars Program. In 2009 the school launched its most ambitious capital campaign, which has two initiatives in support of its strategic plan: a new creative arts center and a more robust endowment with special emphasis on financial aid. Today the campaign has raised 70% of this ambitious goal, including the largest gift in the school’s history provided by Phil and Penny Knight, with a strong base of volunteers in place and a committed fundraising team. Additionally, the annual giving campaign- a discrete but coordinated effort with the capital campaign –is built on a strong foundation and record of success.   POSITION SUMMARY The director of development is the primary architect and driver of a comprehensive fundraising program that enables Catlin Gabel to achieve its operating and strategic goals. The DD will provide the expertise to maintain a robust annual giving program, set goals in relation to the school’s priorities and vision of creating lasting momentum post-campaign.  He or she will be a major gift producer working in close collaboration with the advancement director, the head of school, and a strong group of volunteers, in addition to other development team members. The director of development is the team leader for the development department and part of the advancement senior management team, which also includes the director of admission and financial aid, director of alumni programming, director of communications, and director of PR and publications.   ESSENTIAL DUTIES   Fundraising Manage major gift portfolio and be a primary contributor to overall campaign gift progress. As needed, secure high-end annual fund gifts that may fall outside of this portfolio (if not a comprehensive ask) Partner with the head of school and campaign volunteer leadership in donor appointments and team meetings   Vision and Planning In close partnership with the director of advancement, create and lead a 2-year development plan that meets the school’s annual operating goals and lays the groundwork for a freshly launched major gift program when the capital campaign ends in 2014 Ensure philanthropic momentum is not lost but built upon with new goals set and special initiatives identified Set strategic fundraising plan for next 3-5 years   Administration Attend administrative leadership meetings (school-wide focus), advancement management team meetings, development staff meetings, and school-wide communication meetings Play an active support role to director of advancement during capital campaign meetings Report to board of trustees as requested Attend other committee meetings as requested, e.g. finance committee of the board Publicly support the school and its administrative leadership on all key issues   Communication Provide creative and experience-based ideas for an integrated fundraising message calendar that ensures clear communication to donors and compelling reasons to give Work closely with the advancement management team to ensure messaging is integrated and consistent for the whole school using multiple channels Write articles about philanthropy as needed for school publications Make presentations about philanthropy to internal audiences (e.g. a division of the school or other employee groups) as well as at public events   Management Identify and understand the core strengths of the development team and ensure the organizational structure maximizes team strengths and meets the school’s development objectives Supervise the development team including day to day support, staff meetings, and individual performance reviews. Provide consistent and fair management practices that are well understood by each team member Provide direct oversight and responsibility for all major fundraising operations for annual program support which includes the Annual Fund, school auction, and restricted financial aid support Ensure that all volunteer groups working on behalf of philanthropy at Catlin Gabel are well engaged, exceptionally well stewarded, and effective in their roles Fiscal management of department budget shared with director of advancement   Professional Development Manage professional development plan for each team member in the context of annual goal setting and the performance review process Manage the professional development budget for the department     SUPERVISORY RESPONSIBILITIES Supervises the development department staff including the director of alumni & community relations, director of annual giving, annual fund officer, major gift officer, development services director, development services coordinator, auction coordinator, and administrative assistant.   INTERPERSONAL CONTACTS Daily interaction with staff, faculty, and senior administrators. Frequent contact with trustees, parents, volunteers, and external constituents.   REQUIRED EXPERIENCE AND SKILLS   Education and Work Experience BA degree 8+ years in fundraising 3 years in senior management including multiple direct reports and program management with significant financial goals directly within the scope of responsibility Strong preference for someone with capital campaign experience and close knowledge of annual fund management   Essential Skills Proven skills as a major gift fundraiser and direct experience with annual funds $500K and up Superior verbal and written communication Demonstrated success building and supporting productive teams Highly regarded by multiple constituencies Track record in conceiving of, building upon, and maintaining multiple fundraising initiatives simultaneously Budget management and forecasting Professionalism, commitment to confidentiality and diplomacy Knowledge of fundraising within an educational environment a plus     EDUCATION AND/OR EXPERIENCE BA or BS from an accredited college or university.  Experience and knowledge of major giving, annual giving, planned giving, public relations, donor stewardship, event planning, and development services. Experience working with volunteer leadership and board members, and in prospect cultivation, recruitment, training, and management.   WORKING CONDITIONS Office environment. Several evening or early morning commitments occur throughout the school year on and off campus, in addition to some weekend events. Travel 2-3 times a year to meet with donors should also be expected.        

Head Volleyball Coach Season: End of August to end of October Experience and Skills: experience coaching high school and/or youth volleyball. Flexible afternoon, evening and weekend schedule. Catlin Gabel is an equal opportunity employer committed to hiring and supporting a diverse workforce.

POSITION SUMMARY The Student Technician provides support to the IT team during summers and other busy times of the school year.   ESSENTIAL DUTIES AND RESPONSIBILITIES Unbox, label and image laptops, desktops, printers, iOS devices, scanners, digital cameras, voice recorders, and other equipment. Clean and maintain desktops, laptops and peripherals (printers, scanners) including but not limited to running OS and software updates, installing new software, and removing software no longer needed. Clean keyboard, mice and screens as necessary. Relocate desktops, printers, scanners, phones and other equipment at the direction of the supervisor. Setup machines including plugging into power, connecting peripherals and testing to make sure machine runs as it should. Assist users with computer hardware and software related questions and problems in a timely and personable manner. Refer more difficult questions and problems to a member of the IT Team. Organize equipment and peripherals including coiling Ethernet cables and power cords. Assist in setting up LAN including plugging in switches, connecting Ethernet cables, and setting up power strips to image and perform maintenance on machines. Assist with updating inventory as directed by supervisor. Assist Systems Administrator with testing wired and wireless networks including verifying port numbers and connectivity to laptops or desktops. Provide LAN support including wired and wireless connectivity. Help troubleshoot network and email connectivity. Check out and check in borrowed items from the IT office using the online checkout system. Support the use of computer peripherals including but not limited to printers, scanners, digital cameras, optical drives, external storage devices, and personal digital assistants. Assist with mail pickup and delivery as needed. The Student Technician identifies and personally responds to problems encountered, requiring a high degree of self-motivation and organization.  However, it is also essential that she/he possess excellent teamwork and communication skills to act as a member of the technology team in order to work on group projects and other collaborative efforts.  Must be skilled in effectively handling delegation from the supervisor and communicating work progress.    SCOPE OF WORK The Student Technician provides support to all members of the IT Team. This includes both technical work as well as clerical duties as assigned.   SUPERVISORY RESPONSIBILITIES This is not a supervisory position.   INTERPERSONAL CONTACTS Daily interaction with the Catlin Gabel community including: faculty, staff, students and parents.  Communications include face-to-face, phone and electronic interactions.   SPECIFIC JOB SKILLS Ability to prioritize and handle multiple tasks successfully with strong attention to detail.  Ability to work with users of a wide range of skill levels and ages. Ability to work independently, smoothly, even when under pressure with several issues needing attention. Strong verbal and written communication skills. Possess great team skills to work on group projects and other collaborative efforts. Willingness to learn new technology skills. Must be organized. Knowledge of hardware and software a plus but not required. Able to lift up to 50 lbs.     EDUCATION AND/OR EXPERIENCE Basic familiarity with Mac or PC computers. Basic familiarity with operating system software and commonly used applications such as Microsoft Office, iWork, and iLife suites. Must have good organizational and multitasking ability. Willingness and desire to learn new skills.   WORKING CONDITIONS Occasional heavy lifting up to 50lbs. Walking required between multiple buildings on campus. Interface with young children through adults. Time spent on phone. Working with people in person. Time spent working on computers.    

POSITION SUMMARY – Temporary hourly labor assisting custodial crew with care and maintenance of school buildings.   ESSENTIAL DUTIES: Clean furniture and buildings. Move furniture. Observe all safety regulations and policies. Maintain a professional attitude and appearance. All duties as assigned by supervisor, including, occasionally support other facility departments.   SCOPE OF WORK: Perform cleaning procedures in school buildings and areas as assigned by the custodial supervisor.   SUPERVISORY RESPONSIBILITIES: None   INTERPERSONAL CONTACTS:  Work on a daily basis with the members of the custodial crew. Will have frequent interaction with the other members of the Facilities staff.   SPECIFIC JOB SKILLS: Follow instructions and communicate effectively with crew, willingness to learn how to use tools, able to lift 30 pounds and push/pull 75 pounds, demonstrate prompt arrival and daily attendance, able to drive electric vehicles.   EDUCATION AND/OR EXPERIENCE: High School Diploma or G.E.D. or college student. Some work, cleaning, or ladder experience. Background check required by Oregon Board of Education.   WORKING CONDITIONS: Full time (40 Hrs.) Monday through Thursday 6:30am-5:00pm. Mostly indoor work. Breaks (15 min.) at 9:00am and 2:30pm. Lunch (30min.) at 11:30am.

POSITION SUMMARY A Middle School teacher is typically responsible for teaching four classes daily. The classes could be in one grade level, one discipline, or across grade levels and in more than one discipline depending on the needs of the school. In addition to daily responsibilities, Middle School teachers are expected to participate in, and lead, activities that include but are not limited to extra-curricular, experiential, and community service learning across grade levels. All faculty participate in overnight retreats and trips with students at different times during the year.   The ideal candidate will have a strong French background, the ability to teach all Middle School French levels, use a wide variety of teaching approaches, the desire to teach students who work at the regular level of academic abilities as well as those passionate about the language and culture, and will be excited about helping students learn through discovery and exploration. The candidate must demonstrate proficiency with new technology and a willingness to integrate technology into classroom lessons. The ideal candidate will also have demonstrated use of a variety of teaching methods to support different learning styles and have experience teaching the whole spectrum of students. The candidate should be excited to help students build self-confidence through successful exploration and discovery. Catlin Gabel demands much from its teachers, beyond their classroom responsibilities. Such demands include working with students and colleagues to enrich the school’s life outside the classroom. These demands highlight the fact that any teaching position at Catlin Gabel entails more than just working with students in a subject. Though this may be taxing at times, we feel it is both necessary and rewarding. ESSENTIAL DUTIES Work collaboratively with fellow-staff members and administrators in curriculum design, assessment, and instruction as it pertains to specific grade levels and program Collaborate with other middle school teachers, educators and specialist teachers to develop curriculum, plan trips, and special projects Communicate in a clear and timely fashion with parents, students and colleagues Be a positively contributing member of small and focused teams as needed Have a high collegial quotient and be a committed and dedicated team player Attend, actively listen and contribute to meetings regularly Develop, plan, and lead or co-lead a 4-day experiential learning activity with a small group of students Pursue professional growth opportunities, and be accountable and responsible for individual professional development Actively review, plan, and develop school's curriculum, horizontally and vertically Plan and teach a challenging course of study in a developmentally appropriate manner, with an eye towards differentiating instruction Coordinate and implement at the classroom level appropriate student assessments and utilize assessment results to enhance student learning Integrate the use of technology to enhance student learning Create an inclusive classroom environment through regular class meetings, supportive exchanges with students, and clear expectations for classroom behavior Actively support the school through participation in the variety of activities that make the Catlin Gabel School a vibrant community Cooperatively work and communicate effectively with parents in conferences and written reports in ways that meet the needs of the student and the school Support and follow the Faculty Handbook for Policies and Procedure Be a positive and contributing member of the professional community Work cooperatively with parents to meet the needs of students Contribute to team by working effectively with individuals of diverse backgrounds Act as Middle School advisor Plan international trips and travel with students to Francophone countries as assigned and in line with the school’s global education initiative Other duties as assigned by Middle School Head       SCOPE OF WORK Work is performed largely independently, in consultation with the modern language department, grade level team, and Middle School Head. There is considerable autonomy in designing courses, choosing materials and running classrooms.   SUPERVISORY RESPONSIBILITIES None.   INTERPERSONAL CONTACT Interactions occur most routinely with students in the classroom and during other activities. Many informal interactions with students for whom the teacher has no direct supervision or responsibility occur. Daily contact ranges from direct teaching of curriculum, student advising, and to informal exchanges of a personal or social nature. Regular contact with Middle School colleagues, particularly those working on the same grade level, discipline or on a joint project is expected. Frequent contact with parents either for scheduled conferences or casual conversation is a community norm. Responsible and active collaboration with colleagues, in all divisions, is expected. Important personal qualities include interest in and demonstrated ability to teach and support pre-adolescents and adolescents, ability to work effectively with a team, a sense of humor, flexibility, organizational ability, energy, and collegiality.   EDUCATION AND/OR EXPERIENCE MA or MS in teaching, education, French or related field. At least two years demonstrated effective teaching experience is preferred. Experience in curriculum development a plus. Teaching background and demonstrated experience with adolescents. Use of internet, e-mail, and other appropriate technology applications. Willingness to sponsor an activity, club, or coach is highly desirable. Ability and comfort teaching students of different proficiency levels, from beginner to intermediate levels of French. Native or near native fluency in French since classes are predominately conducted in target language. Non-native speakers must have a strong oral proficiency. Extended immersion visit to a French speaking country is preferred. Understanding and experience with student-centered teaching, project-based learning, and performance-based assessment.   This is a .75 FTE position, which includes teaching three classes in the Middle School, 6 th , 7 th and 8 th grade French classes.   WORKING CONDITIONS This is a faculty position with an academic year schedule. The Middle School is housed in a building designed to provide a comfortable, spacious, and attractive atmosphere for learning. The architecture allows for both privacy and community. Most faculty teach primarily in one room. Teachers are expected to be on campus at least between 8:00 a.m. and 4:00 p.m. daily and to attend other functions as designated. Full-time faculty are expected to travel to retreats, conferences and workshops as well as accompany students on various experiential activities throughout the year. Less than full-time faculty are expected to participate in activities as well, with the level of participation decided in conversation with the Middle School Head. There are some mandatory evening and weekend commitments.    

POSITION SUMMARY The Registrar maintains student records, coordinates the Upper School schedule for both students and faculty, and provides administrative and technical support to the College Counselors.                                                             ESSENTIAL DUTIES Maintain Upper School portion of student services database, including student, course, faculty and room records. Maintain student files and make information available to faculty as needed. Create files for new students and process files from the Middle School. File student-related school correspondence. Purge graduates’ files after four years. Know and maintain legal and school codes for contents of academic files. Coordinate annual course registration for incoming and returning students. Organize departmental course offerings, student forecasts and teacher assignments. Disseminate information regarding records and course selection to newly admitted students. Collaborate with scheduler to develop annual course schedule. Coordinate collection, mailing, and filing of faculty’s written student evaluations. Create and update student transcripts. Coordinate communications with students and colleges during the college admissions process. Administer Web-based college counseling software. Generate and maintain user accounts. Transfer records electronically to colleges. Provide technical support to student and faculty users. Prepare college counseling-related publications and mailings. Create and update protocols for collection and retention of student data. Recommend and implement system changes, as needed. Coordinate college representatives’ visits to Catlin Gabel. Schedule all college visits to Upper School. Greet and orient college representatives. Organize annual on-campus college fair Maintain contact information and visit calendar for college representatives.   SCOPE OF WORK Scheduling tasks require a significant amount of initiative and knowledge of the options available. Record-keeping is similar year-to-year and driven largely by the admission, administrative and college admission needs of the school. Data is shared between all divisions and departments. Data entry and business procedures must be followed and documented to ensure consistency in information and the ability to exchange data between departments and divisions.   SUPERVISORY RESPONSIBILITIES None.   INTERPERSONAL CONTACTS Daily interaction with other office personnel and frequent contact with students, parents, and faculty. Occasional contact with personnel from other schools.   SPECIFIC JOB SKILLS & KNOWLEDGE Proficiency with Blackbaud’s Education Edge or with similar software and database systems. Ability to generate queries, mail merges, and detailed reports. Extensive experience with data imports and exports. Proficiency with Microsoft Office Suite (Word, Excel, PowerPoint, Outlook). Commitment to systems, database, and network security. Strong writing and interpersonal communication skills.   Preferred, but not required: Proficiency with Adobe Creative Suite or other desktop-publishing software. Proficiency with Crystal Reports or similar custom-report software.   EDUCATION AND/OR EXPERIENCE B.A. or B.S. from an accredited college or university preferred. Experience in school settings a plus.   WORKING CONDITIONS 12-month position, 8 hours per day, Monday to Friday. Some evening meetings required. Busy office environment. Ability to lift up to 30 lbs. and to walk up and down stairs and across campus required.