Catlin Gabel Job Openings

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

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 ***

Middle School/Upper School Mandarin Chinese Teacher

Position Title: Middle School/Upper School Mandarin Chinese Teacher
Department: Middle and Upper School
Reports to: Middle and Upper School Head
FTE: 1.0 Exempt

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 SUMMARY
A Middle and Upper School teacher is typically responsible for teaching four classes. 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, 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 staff participate in overnight retreats and trips with students at different times during the year.

The ideal candidate for this split Middle and Upper School teaching assignment will have a strong Mandarin Chinese background, the ability to teach all Mandarin Chinese 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.
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 and upper school teachers, educators, and specialist teachers to develop curriculum, plan trips, and special projects.
• Collaborate actively with K-12 Chinese teachers.
• 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 an 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 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.
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)
• 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 either Middle or Upper School advisor.
• Plan trips and travel with students to align with the school's global education program's goals.
• Other duties as assigned by Middle and Upper School Heads.

SCOPE OF WORK
Work is performed largely independently, in consultation with the modern language department, grade level team, and Middle and Upper School Heads. 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
• BA or BS in teaching, Mandarin Chinese, or closely related field is required.
• MA or MS in teaching, education, or related field is preferred.
• 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 Mandarin Chinese.
• Native or near native fluency in Mandarin Chinese as classes are predominately conducted in target language.
• Non-native speakers must have a strong oral proficiency in Mandarin Chinese.
• Extended immersion visit to a Mandarin Chinese speaking country is preferred.
• Understanding and experience with student-centered teaching, project-based learning, and performance-based assessment.

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 is 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 ***

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
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 ***

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

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