Catlin Gabel Job Openings

To apply for a position, please email your cover letter and résumé to humanresources@catlin.edu.

Beginning School Head

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.

Position Title: Beginning School Head
Department: Beginning School
Reports to: Head of School
FTE: 1.0 (10.5 months) Exempt


POSITION SUMMARY
The Beginning School Head is responsible for the faculty, staff, curriculum, program, and student development of the Beginning School. All division heads are expected to work interdependently and consider the best interests of the whole school while attending to the needs and interests of their own divisions.

ESSENTIAL DUTIES
• Direct Beginning School faculty and staff hiring and coordination of assignments in and out of the classroom. Supervise and consult with Director of Before and After School Program.
• Direct evaluation and professional growth program for faculty and staff members.
• Develop and maintain a positive professional divisional culture and staff policies focused on mission goals, effective learning, and equity and social justice.
• Oversee the development and evaluation of curriculum, learning experiences, and student programs, as well as schedule and space allocation.
• Serve as a spokesperson for philosophy, pedagogy, and mission of the Beginning School and Catlin Gabel School in general.
• Maintain open communication between parents/guardians and school through regular meetings with PFA groups and grade level parents, and written letters and messages.
• Prepare and manage divisional budget and participate in school-wide budget discussions and decisions.
• Work with the admission office, faculty, and prospective families to facilitate the admission and registration of qualified applicants to the School.
• Direct and supervise faculty and student emergency and crisis response plans.
• Coordinate program and building use with Before and After School Program and Summer School directors.
• Share collective responsibility with other division heads for faculty assessment, curriculum, and school programs that occur before, during, and after the school day.
• Supervise other educational or personnel matters that may be delegated by the Head of School. Examples include, but are not limited to: coordinating the Professional Development Committee, chairing the Student Support team; leading the NWAIS accreditation process and reporting.
• Responsible for state licensing of Beginning School and coordinating licensing and training requirements with Before and After School personnel.

SCOPE OF WORK
Considerable autonomy is given in developing programs and hiring personnel.

SUPERVISORY RESPONSIBILITIES
Directly responsible for supervision of Beginning School personnel and Director of Before and After School Programs.

INTERPERSONAL CONTACTS
This is a complex part of the job, entailing the facilitation and coordination of faculty meetings, faculty goal-setting and evaluation, working with individual students and student groups, meetings with parents/guardians, and representing the School in a variety of public settings.

SPECIFIC JOB SKILLS
Leadership and managerial skills. Ability to manage group dynamics. Supervision and evaluation skills. Organization and communication skills. Cultural competence skills. Fundamental technology skills. Knowledge of early childhood education and child development.

EDUCATION AND/OR EXPERIENCE
BA or BS from an accredited college or university. MA preferable. Experience as a teacher and administrator in early childhood years is desirable.

WORKING CONDITIONS
10.5-month position, the academic calendar plus 4-5 weeks during summer break. Office and campus environment. Additional time required beyond a normal work day or week for evening and some weekend meetings and gatherings.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Director of Equity and Outreach

Director of Equity and Outreach
Catlin Gabel School

The Director of Equity and Outreach leads the school's diversity programs, fosters an inclusive community, and develops institutional partnerships that further the school's mission on and off campus. This senior administrator reports to the Head of School and sits on the Administrative Team.

Primary Responsibilities

Lead all constituents in designing, supporting, and assessing initiatives that increase the school's capacity to realize its commitment to equity and inclusion by:
• Teaming with the head, board, administrators, faculty, staff, and families to define and pursue measurable action steps that create a more diverse, equitable, and inclusive community
• Chairing the cross-constituent Diversity Action Council
• Partnering with the Parent-Faculty Association to develop education and community events that foster equity and inclusion
• Working with the Admission Office to promote Catlin Gabel School as an accessible and inclusive institution
• Partnering with the senior administrative team to promote equity in all school policies
• Promoting inclusivity and diversity in faculty and staff recruitment, hiring, and training
• Managing the school's diversity budget

Serve as a resource to community members in support of cultural competence, equity, and inclusion by:
• Supporting students, families, and colleagues regarding cultural identity needs and challenges
• Collaborating with the administrative team to provide programs and learning experiences that promote cultural competence and social justice
• Consulting with curriculum teams to support culturally competent teaching
• In partnership with the Head of School, working with the Board of Trustees: serving on the Board Diversity Committee, leading board trainings, and positioning the school as a leader in educational equity in the Portland region and beyond

Support the school's outreach and partnership efforts to build an expanding network of educational, civic, political, and business organizations by:
• Creating authentic and sustainable partnerships that serve Portland community needs and create relevant and powerful learning opportunities for Catlin Gabel students
• Serving as a compelling spokesperson to enhance Catlin Gabel's public purpose identity

Candidates must demonstrate a professional and personal commitment to promoting diversity, equity and inclusion, and practical knowledge of strategic program design and assessment. The preferred candidate will have exceptional communication and teaching skills and significant experience in leading organizational change. An entrepreneurial spirit, strong interpersonal skills, and the ability to navigate diverse communities with respect and authenticity are vital attributes. Bachelor's degree is required.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Upper School Head of Science

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.

Position Title: Head of Science (2015-2016)
Department: Upper School
Reports to: Upper School Head
FTE: 1.0 Exempt


POSITION SUMMARY

A full-time position as Science Department Chair. This position involves teaching four sections of science and serving as the Science Department Chair. In addition to daily responsibilities, Upper 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.
The ideal candidate will be comfortable teaching biology, chemistry and physics content in our interwoven core science classes in grades 9-10, as well as an ability to offer an advanced level elective class in her/his area of subject expertise. This person will also be willing and able to lead students in novel scientific research projects. They will genuinely enjoy working with adolescents both inside and outside the classroom, and be familiar with and willing to teach according to the school's progressive and experiential values. Catlin Gabel values teachers who are committed to collaboration with colleagues both within and between departmental and divisional lines.
Catlin Gabel asks much from its teachers beyond their classroom responsibilities. These opportunities include working with students and colleagues to enrich the school's life outside the classroom.
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 upper 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.
• Attend meetings, actively listen, and contribute to the discussion.
• Actively review, plan, and develop the school's curriculum, both 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.
• Employ 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 Catlin Gabel a vibrant community.
• Cooperatively work and effectively communicate with parents in conferences and written reports in ways that meet the needs of the student and the school.
• Support and follow the Handbook for Policies and Procedure.
• Be a constructive and contributing member of the professional community.
• Collaborate effectively with individuals of diverse backgrounds.
• Act as an Upper School advisor.
• Perform other duties as assigned by Upper School Head.Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)
The role of the Department Chair is to serve on a consultative group that supports the Upper School Head in advancing the teaching and learning goals of the school. Dept. Chairs are expected to undertake the following duties:
• Manage the annual review process for all members of the department. This involves:
o Individual meetings with each department member once per trimestero Goal setting at the start of each school year
o Guiding and tracking professional development
o Ensuring that annual review paperwork is completed for submission to the US Head by the end of the school year
• Ensure all curriculum maps and course descriptions are complete and up to date at the start of each school year, and that proposed new courses are added prior to forecasting in April.
• Oversee departmental Haiku pages and ensure department members are meeting expectations in terms of syllabus/homework posting.
• Check that their department are monitoring and complying with workload guidelines.
• Communicate forecasting options, determine student placement (with testing where appropriate) and track forecasting for all Upper School students.
• Organize and run department meetings.
• Attend Department Chair meetings.
• Work with the Registrar to track graduation requirements for all students.
• Manage the departmental budget.
SCOPE OF WORK
Work is performed largely independently, in consultation with the Science department, grade level team, and Upper School Head. There is considerable autonomy in designing courses, choosing materials and conducting class sessions, though effective collaboration is essential.
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 and student advising, to informal exchanges of a personal or social nature. Regular contact with Upper School colleagues, particularly those working in the same grade level or discipline, or on a joint project, is expected. Frequent contact with parents either for scheduled conferences or casual conversation is a community norm.

EDUCATION AND/OR EXPERIENCE

• Bachelor's degree in a relevant field.
• At least three years demonstrated effective teaching experience with high school students.
• Experience in curriculum development and evidence of leadership training and experience a plus.
• Use of internet, e-mail, and other appropriate technology applications. Facility with Learning Management Systems (Catlin Gabel uses Haiku) a plus.
• Willingness to sponsor an activity, club, or coach is highly desirable.
• Understanding and experience with student-centered teaching, project-based learning, and performance-based assessment.
• Evidence of cultural competence woven into teaching practice is a considerable plus.

WORKING CONDITIONS
This is a teaching position with an academic year schedule. 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 members expected to travel to retreats, conferences and workshops as well as to accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments, and the Department Chair may have to be available at times over the summer vacation to finalize student placements and prepare start of year meetings and activities.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Middle School/Upper School Wood Shop Teacher

Catlin Gabel School believes that each employee makes a significant contribution to its success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his/her services wherever and whenever necessary to ensure the success of our endeavors.

Position Title: Middle School/Upper School Wood Shop Teacher (2015-2016)
Department: Middle and Upper School
Reports to: Middle and School Head
FTE: 1.0 Exempt

POSITION SUMMARY
This position teaches Middle School and Upper School classes. A Middle/Upper School teacher is typically responsible for teaching four classes, as well as working with an advisory group of students. 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. As a member of both the Arts Department and the Middle School faculty, we seek applicants who are interested in a dynamic relationship with their colleagues. There are ample opportunities to develop new courses of study and to work collaboratively across disciplines particularly in the Upper School. In addition to formal teaching responsibilities, 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 background in woodworking and the ability to teach wood shop to middle and upper school age children using an inquiry-based, student-centered model. The school seeks someone who can inspire learning through the medium of wood and 3-dimensional design. In addition to leading traditional woodworking practices involving hand and power tools, we aim to find a candidate comfortable with incorporating and learning newer technology (CAD, 3-D modeling software, etc.) into their teaching practice as well.

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 learners. The candidate should be excited to help students build self-confidence through successful exploration and discovery.

Catlin Gabel asks much from its teachers, beyond their classroom responsibilities, including working with students and colleagues to enrich the school's life outside the classroom. Such interactions are rewarding to individuals and the community alike, and are the foundation for our rich community context.

ESSENTIAL TECHNICAL SKILLS
• How to process wood from raw material to useable material, from log to lumber.
• How to process and prepare wood for turning, both green and dry.
• Mastery of use and application with all manner of hand tools, with safety at the forefront, including how to sharpen, care for, safe use, and teach students how to use the appropriate tool and for the end purpose in mind; including joinery, gluing and clamping.
• Mastery of use and application of power tools, how to use safely, maintain, repair, sharpen, and teach students how and what is the appropriate technology for their needs.
• Open mind and interest in exploring related areas of art and craft (furniture making, carpentry, wood blocks for printmaking, carving/sculpture, boat building, musical instruments, pattern making, etc.) to support student exploration.

ESSENTIAL DUTIES
• Teach wood shop to 6-12 graders.
• Maintain and organize tools, equipment, materials and wood shop facilities.
• 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 positive, 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 (3 middle school classes and 1 upper school class).
• 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 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 all teams by working effectively with individuals of diverse backgrounds.
• Act as Middle School advisor.
• Keep updated with OSHA safety trainings and submit documentation to H.R. office
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)
• Other duties as assigned by Middle School Head.

SCOPE OF WORK
Work is performed largely independently, in consultation with the arts department, grade level team, other divisions' wood shop teachers, and Middle and Upper School Head, as well as Upper School Arts Department Chair. 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 to informal exchanges of a personal or social nature. Regular contact with 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 teenagers, ability to work effectively with a team, a sense of humor, flexibility, organizational ability, energy, and collegiality.

EDUCATION AND/OR EXPERIENCE
• BA or BS is required.
• At least two years demonstrated effective teaching experience is preferred.
• Demonstrated successful experience working with adolescents.
• Use of internet, e-mail, and other appropriate technology applications.
• Understanding and experience with student-centered teaching, project based learning, and performance-based assessment is a plus.

WORKING CONDITIONS
This is a faculty position with an academic year schedule. 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 teachers are expected to travel to retreats, conferences and workshops as well as accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments.



*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Lower School Physical Education/Health Teacher

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.

Position Title: Physical Education/Health Teacher (2015-2016)
Department: Lower School
Reports to: Lower School Head
FTE: .6 Exempt

POSITION SUMMARY
The Lower School PE and Health Teacher is responsible for program and curriculum development, set-up, and teaching for elementary students grades 3-4-5. Student portfolios are maintained for all Lower School students and assessments given. All health and PE teachers at Catlin Gabel need to be flexible and willing to teach students at other grade levels in other divisions.

ESSENTIAL DUTIES
• Implement a comprehensive PE and Health curriculum based on best practices and national standards.
• Plan for lessons that have clear goals and outcomes. Take Understanding by Design training and write up plans using this format.
• Assess students using age appropriate tools. Use assessments to inform planning & instruction.
• Keep observational notes on students to be used for writing student reports.
• Complete required Human Resources trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)
• Maintain record keeping system including student portfolios.
• Write conference notes for each student for the fall conferences.
• Write end-of-year student reports for each student.
• Communicate regularly with parents – articles in the division newsletters, PE/Health web pages, bulletin board displays, phone/e-mail parents with individual observations or concerns, etc.
• Provide students with a variety of opportunities to develop the discipline and skills required to maintain a healthy lifestyle.
• Design differentiated activities that fit a wide range/spectrum of learners.
• Maintain a safe and aesthetic classroom/gym environment.
• Walk students to and from class for safety
• Provide first aid as needed to students.
• Inventory/maintain/organize PE equipment.
• Collaborate with other PE teachers and regular classroom teachers to plan and integrate curriculum.
• Actively participate in school-wide curricular review and cross-divisional discussions.
• Engage in school-wide committees and traditions (i.e. Homecoming, some athletic events, etc.)
• Attend weekly faculty meetings.
• Attend and support after-school activities and programs (i.e. Revels, Spring Fest, class programs.)
• Willingness to participate in field trips, overnights, and divisional experiential offerings.
• Pursue professional growth opportunities and be accountable and responsible for individual professional development.
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)

SCOPE OF WORK
The curriculum is independently designed and carried out by the teachers, based on student needs and interests, present pedagogical beliefs, and findings from current research. National Standards and grade level benchmarks provide a framework for this program development.

SUPERVISORY RESPONSIBILITIES
• Supervises students in class.
• A strong awareness of safety is required.

INTERPERSONAL CONTACTS
Strong interpersonal communication skills needed with students, parents, and colleagues.

SPECIFIC JOB SKILLS
Knowledge of best practices and standards in physical education and health education. Ability to demonstrate physical skills for students. High level of stamina. Ability to write narrative reports on students. Strong organizational and communication skills. Belief in experiential learning and progressive education. Current certification in adult/child CPR/AED required. Willingness to coach a sport after school, facilitate CPR or First Aid training with staff/faculty, or contribute to a K-12 PE Department in various ways in the future is desirable.

EDUCATION AND/OR EXPERIENCE
Minimum of three years of teaching PE and/or Health at the elementary level. MA or MS in Health and/or Physical Education from an accredited college or university preferred. Ability to schedule classes, develop lesson plans, assess students, use technology, and demonstrate flexibility.

WORKING CONDITIONS

Catlin Gabel has excellent facilities for Physical Education: full track, four soccer fields, three gyms and numerous outdoor activity areas. Health and PE teacher will be part of the Beginning School, Lower School, Middle School, and Physical Education Department.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Beginning School and Lower School Literacy Specialist

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.


Position Title: Literacy Specialist (2015-2016)
Department: Beginning School and Lower School
Reports to: Lower School Head
FTE: .5 Exempt

POSITION SUMMARY
This position will work closely with a full time Learning Specialist to provide instruction and assessments for students in preschool through grade 5 reading and writing, and consult with teachers and parents. The Learning Specialist specializes in working with students with learning differences.

ESSENTIAL DUTIES
Instruction
• Provide small group guided reading or one-on-one instruction to students who are experiencing challenges in reading and/or writing.
• Work within classrooms, or pull students, to provide group instruction, individual support, or to observe children at the teacher's request.
• Teach organizational and study skills as requested by the classroom teacher.
Assessment
• Conduct reading/writing assessments and use this information to inform planning for individual students (i.e. running reading records, DRAs, fluency checks).
• Provide assessments and screenings for learning difficulties/disabilities.
• Recordkeeping for individual students.
• Provide parents, teachers, and/or tutors (where appropriate) with specific information about a student's learning, academic performance, and most effective instructional techniques.
• Provide both initial and ongoing evaluation to assess growth and to answer the changing questions that arise as a child moves through the grades
• Make referrals and facilitate the process of outside evaluations as appropriate.
• Meet with parents and teachers to develop a plan for supporting the student that may include specific teaching strategies, modifications, tutoring or referrals for further assessment.
• Write narrative student reports to reflect strengths and areas needing growth twice a year.
Consultation
• Provide resources to parents and teachers as requested or appropriate.
• Coach teachers in providing alternative methods of instruction for students needing extra support or extensions in learning.
• Consult with teachers regularly to follow up on students with learning needs; provide background information on how best to work with students and their parents and to brainstorm teaching strategies.
• Consult with parents and/or teachers as needed to help answer questions and develop plans for addressing the concerns they have about a child.
• Provide as smooth a transition as possible between divisions by sharing information about students.
• Attend meetings or conferences with parents to provide support. Such meetings might include parent/teacher conferences, feedback sessions from a public school or private evaluation team, or a student's tutor or therapist.
• Attend parent/teacher conferences when either party requests special information or support.
• Work with tutors to brainstorm teaching techniques or approaches for working with students.
• Meet regularly with the Lower School Head, Lower School Assistant Head, Beginning School Head and Counselor to discuss student needs.
• Openness to mentoring a graduate student from the University of Portland working towards a reading endorsement.
Other duties:
• Attend Lower School retreat in August.
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)

SCOPE OF WORK
Much initiative is available in defining policies and procedures. Coaches faculty on teaching strategies to help meet the needs of learners with special needs. Most work is done independent of direct supervision.

SUPERVISORY RESPONSIBILITIES
This position is not supervisory in nature.

INTERPERSONAL CONTACTS
Daily contact with students and colleagues, and frequent contact with parents. Occasional contact with outside professionals.

SPECIFIC JOB SKILLS
Background in literacy intervention, guided reading/writing strategies with a K-3 emphasis, ADD/ADHD, and study skills. Ability to deal tactfully in difficult conversations and situations. Ability to provide effective instruction to small groups of students in reading and writing. Ability to coach and support teachers. Prefer reading-recovery and/or Fountas and Pinnell training.

EDUCATION AND/OR EXPERIENCE
Three or more years teaching experience preferred. Master's in Reading/Literacy, Special Education, Learning Disabilities or related area from an accredited college or university preferred. (Minimum of BA or BS required.) Understanding of learning and child development in children ages 4 through pre-adolescence. Experience in assessing and teaching children with learning differences. Experience in teaching elementary age students with learning difficulties using a range of approaches. Experience in consulting/communication with teachers, preschool through elementary grades, and parents.

WORKING CONDITIONS
Part time, 4 hours a day (mornings), on an academic calendar. Teaches in areas adjacent to home room classrooms. Program is largely self-initiated in response to teacher/student needs and schedules.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Middle School After-School Assistant

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.

Position Title: Middle School After-School Assistant
Department: After School Program (ASP)
Reports to: Director of Before & After-School Program
FTE: .5 Non-Exempt

POSITION SUMMARY
This position supports after-school activities in the Middle School, working with the Middle School ASP Supervisor.

ESSENTIAL DUTIES

• Help supervise Middle School students (Grades 6, 7 and 8) in the afternoon after classes dismiss.
o Students may be gathered informally talking or playing games, doing homework, playing outside in designated areas, or attending school athletic events
• Help explain and enforce guidelines for responsible, safe behavior in the Middle School.
• Substitute for the Middle School ASP Supervisor if necessary.
• Support ASP in other divisions with specific tasks as needed.
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting).
• Participate in paid training activities (some may be outside regular working hours).

SCOPE OF WORK
• Recurring tasks are supervisory (of students). Catlin Gabel Middle School and ASP policies and practice serve as guidelines. Support for ASP may include Lower School and Beginning School student supervision, phone and 2-way radio communication among other tasks.

INTERPERSONAL CONTACTS
• Daily interactions are with the MS ASP Supervisor, students, parents, ASP Director and other ASP staff.
• Frequent interactions with MS Head, Assistant Head and teachers.

SPECIFIC JOB SKILLS
• The person in this position must enjoy working with and have a basic understanding of the developmental needs of middle school age students.
• The person in this job must subscribe to the educational philosophy of Catlin Gabel and strive to nurture appropriate relationships with the students as a way to further their development.
• This job requires high energy, empathy, creativity, discretion, flexibility, the ability to collaborate with team staff and the ability to follow-thorough, mobility, willingness to be active, and ability to lift 50lbs.
• Regular attendance, punctuality and dependability are also required.

EDUCATION AND/OR EXPERIENCE
• Must be at least 18 years of age.
• High School diploma, BA or BS from an accredited college or university (with credit hours in education, child development or psychology) is desirable but not required.
• Experience working with middle school or upper elementary age students is required.

WORKING CONDITIONS
This is an hourly position and requires 10 to 15 hours per week 2:00p.m. – 6:00p.m. The daily schedule will vary and there may be opportunity for more hours of work.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Substitute, Lower School, Beginning School & After School Program Teaching Assistants

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.

Position Title: Substitute, Lower School, Beginning School & After School Program Teaching Assistants
Department: Beginning School, Lower School & After School Program
Reports to: Lower School Head, Assistant Lower School Head, Beginning School Head, Director of After School Program
Starting Salary: $11.50 hourly rate

POSITION SUMMARY
Substitute Beginning and Lower School Teaching Assistants support teachers and children in the classroom, outdoors, and on field trips. Teaching Assistants also supervise children in the Before- and After-School Program (ASP).

ESSENTIAL DUTIES
• Assist with supervision of children in the classroom, outdoors, and on field trips.
• Support the teaching team through material preparation, technology support, attention to classroom details, and maintenance of the classroom and ASP environments.
• Work individually with students on academic tasks and support children's learning in all subject areas.
• Correct student work and record results.
• Assist with care Work collaboratively with Grade Level and ASP teams.
• Supervise students and lead activities in the Before- and After-School Program.
• Demonstrate willingness to learn about conflict resolution, differentiation, classroom/group management strategies, and child development.
• Show initiative – i.e. notice what needs done and do it.
• Support school efforts in inclusivity, diversity, and multicultural curriculum.

SCOPE OF WORK
Recurring tasks are clerical, supervisory and teaching. School policy and homeroom teacher directives serve as guidelines. Most work performed under supervision of others, but in a collaborative environment.

SUPERVISORY RESPONSIBILITIES
• Supervise children inside and outside the classroom.
• Supervise children in the Before- and After-School Program.

INTERPERSONAL CONTACTS
• Daily interaction with children, parents, and teachers.
• Interactions with LS or BS Head, Assistant LS Head, ASP Director and teachers of Before- and After-School Program.
• Frequent contact with colleagues, student teachers and other teaching assistants.

SPECIFIC JOB SKILLS
• Must have sufficient math, reading and writing skills in order to be able to support children's learning and tutor children in the classroom as needed.
• 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, willingness to be active, and ability to lift 50lbs are important.
• Punctuality and dependability are also required.

EDUCATION AND/OR EXPERIENCE
• BA, AA or BS from an accredited college or university is desirable but not required.
• Experience working with young children.


Required Qualifications for Beginning School and ASP Staff


OptionSchool-Age Program
(a) Completion of 20 credits (semester system) or 30 credits (quarter system) of training at a college or university in:*Child development
*Elementary education
*Physical education
*Recreation
*Special education
*Early childhood education
OR
(b) A one year state or nationally recognized credential:
*Related to school-age care
OR
(c) At least one year of qualifying teaching experience, with at least one year as a teacher, in a Certified Child Care Center or comparable group care program, in the care of:

*School-age children
OR
(d) Completion of 10 credits (semester system) or 15 credits (quarter system) of training at a college or university in:
AND

At least six months of qualifying teaching experience in a Certified Child Care Center or comparable group care program, in the care of:
*Child development
*Elementary education
*Physical education
*Recreation
*Special education
*Early childhood education
*School-age children


WORKING CONDITIONS
Locations include Beginning and Lower School classrooms, lunchroom and playground, front curb and After-School Program spaces. This is an hourly substitute teaching assistant position. Due to the variation in teaching assistant schedules and the After-School Program, hours may begin as early as 7:00am and end as late as 6:00pm.

*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Cook

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.

Position Title: Temporary Cook (3 weeks)
Department: Food Services
Reports to: Food Services Director


POSITION SUMMARY
The Cook provides day to day hands production of meals and Catering services.

PRINCIPAL DUTIES
Participate in the development and evaluation of all menu items.
• Utilize seasonal cycle menus.
• Cook breakfast and lunch items on menu.
• Prepare catered food as necessary.
• Display cooking.
Supervise and instruct cooks and food-service workers in the following areas.
• Efficient production.
• Standards for high quality production and presentation.
• Standards of cleanliness in personal appearance, hygiene, food handling and food storage.
• Personal safety in the kitchen.
• Health department guidelines for safe handling and storage of food.

•Maintain cost awareness in the planning, preparation and storage of all products with an emphasis on minimizing waste.
• Ordering food for production needs, using recipes for ordering.
• Keep production records for each meal.
• Use standardized recipes when available
• Calculate preparation and cooking times to meet serving deadlines.
• Meet with cooking staff weekly to discuss menus.
• Use leftover products promptly to maintain quality.
• Assist in food and equipment inventories.
• Perform administrative responsibilities as necessary.
• Ensure that breakfast and lunch open on time
• Maintain a clean and safe working environment
• Keep track of production record
• Communicate with food-service director what products and equipments are needed in the kitchen.
• Take lead in the absent of the food-service director.

SCOPE OF WORK

Decision making is centered on culinary expertise to maintain taste and quality of all foods prepared and presented. These food quality decisions are made for each meal served. Supervisory decisions involve full scope of assigning daily tasks, adjusting staff level, and ensuring maximum productivity level. All decisions made through this position impact the profits/loss of Catlin Gabel Food Services as well as the health and satisfaction of the guest who use our operations. The food services director reviews decisions made by this position.

INTERPERSONAL CONTACTS

Regular contact with students, teachers and staff as well as limited contact with some parents. Contact with vendors.

SPECIFIC JOB SKILLS

• Ability to lead.
• Ability to effectively communicate with supervisor and subordinates.
• Ability to be a team player.
• Able to work independently and/or with others and to deal well with public.
• Ability to work quickly and under pressure.
• Ability to show initiative and take responsibility.
• Ability to maintain a clean working environment.
Must have problem solving skills and basic computer skills.

EDUCATION AND/OR EXPERIENCE

A minimum of two years full time work experience as a lead cook. A minimum of two years as a supervisor in a large commercial restaurant, hotel, catering or institution required. Experience in demonstration style cooking preferred. Must have a current Food handler's Permit prior to employment. A degree from a culinary arts school and/or bachelor's degree in related field may be given preference.

WORKING CONDITIONS

Must be able to work under the following conditions with or without reasonable accommodation: working with various kitchen equipment including, but not limited to, ovens, grills, steamers, fryers, knives and other kitchen equipment; bending and lifting of approximately 30lbs; pushing various types of food service equipment; working under deadlines; working with sometimes irate customers; and must be available for evening, weekends, and holidays work as required.

Within the hiring process, there will be a hands on demonstration to assess your cooking capabilities. Ingredients and facility will be provided by our food service department.

*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Director of Technical Theater

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.


Position Title: Director of Technical Theater (2015-2016)
Department: Upper School
Reports to: Upper School Head
FTE: 1.0 Exempt


POSITION SUMMARY
We are seeking a full-time position as Director of Technical Theater. This position is a multifaceted one, involving close working relationships with students, administrators, and outside organizations as well as the ability to effectively manage two theater spaces. The Director of Technical Theater will be responsible for teaching technical theater skills (sound, lighting, costumes and makeup, props, set design and construction) and running a student technical theater program which will provide technical support to all school events that take place in our theater spaces.
The Director of Technical Theater will develop and deliver a curriculum that teaches play production and stagecraft skills, with the end goals of both training students to autonomously provide technical support to all events in the theater spaces and design and build sets under the Director's supervision.
Beyond teaching, the Director of Technical Theater will manage two physical spaces, the Black Box Theater and The Cabell Center and ensure all equipment is maintained appropriately. The Director will be responsible for safe working conditions for students in these spaces and will manage the budget related to the upkeep and usage of the two theaters.
The ideal candidate will have considerable experience in providing technical support to theatrical, musical and lecture events. The candidate has to enjoy working with teenagers and show evidence of being able to fulfill a teaching and mentoring role for students wishing to pursue technical theater training. In addition, this position requires the Director of Technical Theater to be a highly effective communicator and collaborator with a wide variety of constituents in the Catlin Gabel community.

SCOPE OF WORK
The Director is expected to be on campus during the school day (8am-4pm) and will be required to commit to evening and weekend work for productions and events. Major theatrical productions also require some weekend work parties with students. In addition to the Director of Technical Theater work, the Director will serve as an academic advisor to a small group of 8-10 students in the Upper School. This Director of Technical Theater will serve on the school-wide Safety Committee.

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 and student advising, to informal exchanges of a personal or social nature. Regular contact with Upper School colleagues is expected, including attendance of Upper School Faculty meetings. Frequent contact with parents either for scheduled conferences or casual conversation is a community norm. The Director of Technical Theater will have a close collaborative relationship with school-wide drama and music teachers and with the school's event coordinators.

EDUCATION AND/OR EXPERIENCE
• Demonstrable experience in all aspects of technical theater.
• A track record of innovative design and production work in a theater setting.
• Evidence of a career-long commitment to professional development.
• Experience working with teenage students in a teaching or mentoring capacity is a considerable plus.
• Experience working in a school setting a plus but not required.

WORKING CONDITIONS
Full-time faculty members are expected to travel to retreats, conferences and workshops as well as to accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments for all faculty in the Upper School.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Upper School College Counseling Administrative Assistant

Catlin Gabel believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.


Position Title: Upper School College Counseling Administrative Assistant
Department: Upper School
Reports to: College Counselors
FTE: .5 Non Exempt

POSITION SUMMARY
The College Counseling Administrative Assistant assists and provides administrative support to the Upper
School College Counselors in serving the needs of the Upper School students and their families, and is responsible for various administrative procedures, project work, clerical, reception and secretarial duties for the Upper School College counseling offices.

ESSENTIAL DUTIES
• Provide administrative and clerical support to the College Counselors by scheduling appointments, making phone calls, responding to emails and other correspondence, organizing general office files, copying and distributing information, sorting mail, and date entry.
• Gather financial aid information.
• Produce internal reports and statistics regarding college placement.
• Prepare materials and posts on College Counseling Website.
• Schedule and greets college visitors to the Catlin Gabel School.
• Support College Counseling events and event planning.
• Coordinate Advanced Placement examinations, proctoring and reporting.
• Other duties as assigned by the Upper School College Counselors.
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)

SCOPE OF WORK
Much of the work consists of cyclical and recurring tasks for which there are regular procedures. Some of the larger projects require greater creativity and initiative. Most work is performed under supervision by the College Counselors.

SUPERVISORY RESPONSIBILITIES
This position is not supervisory in nature.

INTERPERSONAL CONTACTS
Daily contacts occur with students, faculty, staff, college Admission Personnel and Upper School parents. Communication with parents and students is an integral part of the job requiring a good deal of tact, discretion, good judgment, and compassion.

SPECIFIC JOB SKILLS
High-level proficiency with various computer software programs: word processing, spreadsheets, desktop publishing, and database applications. Excellent editing, proofreading, and writing skills. Proficiency in keeping database lists/mailing labels, creating and publishing a newsletter. Sound organizational and filing skills. Ability to multitask and prioritize; able to handle multiple and changing priorities in an office environment. Strong commitment to confidentiality and professionalism; ability to deal with all types of personalities in a positive way; a sense of humor; and a willingness to learn new things. Able to lift minimum of 25 pounds. Understanding and love of teenagers.

EDUCATION AND/OR EXPERIENCE
High school diploma; some college work preferred. Experience in using e-mail, creating word and excel spreadsheet documents necessary. Previous office experience in a setting involving interaction with students preferred.

WORKING CONDITIONS
Busy school environment. Must be flexible in dealing with people and a variety of tasks.
Frequent interruptions and occasional trips across campus for pick-ups and deliveries.
Hours are 8 a.m. – 12:30 p.m. with ½ hour for lunch, 5 days a week.


*** Equal employment opportunity and treatment shall be practiced by Catlin Gabel School regardless of race, color, national origin, religion, sex, sexual orientation, gender identity, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Substitute Teachers

Substitute Teachers:

Catlin Gabel School in Portland has opportunities for Substitute Teachers in our lower school, with a specialty or focus in any, or all of the following areas: Home Room (reading, writing, social studies, mathematics), Spanish, Mandarin Chinese, art, music, wood Shop, science and PE/health.

The Catlin Gabel Lower School provides a warm environment for students from 1st grade through 5th grade.

The teachers shape the curriculum to develop the students' capacity to think critically and deeply, to infer, experiment and question. Teachers balance and consider the needs of each student as they guide students to meet curricular expectations.

Substitute teachers work on an as-needed basis to cover teacher or teacher aide positions.

The ideal candidate will have the following qualifications:

At least 2 years' experience teaching elementary school-age children

A Masters or Bachelor's degree in Education or Elementary/Early Childhood Education is preferred

Experience using technology in the classroom

Candidates offered a position must be able to pass a background check through Oregon Child Care Division and Oregon Department of Education.

Candidates offered a position must provide proof of eligibility to work in the U.S.

An independent pre-K through 12th grade day school in Portland, Oregon
8825 SW Barnes Road,  
Portland, Oregon 97225   |  
503-297-1894   |  
info@catlin.edu

Explore why Catlin Gabel is a national leader in progressive education.

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