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Math Teacher

1 hour 54 min ago
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 MATH TEACHER (2014-2015)    Department: UPPER SCHOOL    FTE: Full-time  EXEMPT Reports to: UPPER SCHOOL HEAD POSITION SUMMARY This full-time position teaches four classes; 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 have demonstrated use of a variety of teaching methods to support different learning styles and have experience teaching the whole spectrum of courses from Algebra through the second year of calculus, including advanced statistics. Complementing the skills involved in this should be a desire to teach students who encompass a range of academic abilities and an excitement about helping students build self-confidence through successful exploration and discovery. Given that Catlin Gabel Upper School integrates Geometry and the second year of Algebra over two years, this candidate should also be versatile enough to understand the conceptual links between these subjects rather than approaching them strictly in isolation of each other. This person should also be well versed in a technology-based curriculum including, but not limited to, computers, Smartboards, and graphing calculators. The ability to teach computer science at the introductory or intermediate level would be a significant plus. Catlin Gabel is a community where relationships are pivotal to learning. As such, the personal qualities of this candidate are vital. These include being a supportive, engaged, and flexible role model who demonstrates the qualities of a life-long learner, a sense of humor, and an infectious enthusiasm for working with high school students. He or she must be able to work effectively with others in a spirit of collegiality. Ideally, this individual would have some interest in becoming a leader in this department by advising and assisting students with various math-related clubs and activities and the Upper School. 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 Upper 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 in mathematics essential, higher degree or related experience preferable • At least two years demonstrated effective mathematics teaching experience is preferred.  (Preferably in a high school setting). Ability to teach computer science is desirable. • 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. • 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. Less than full-time faculty is expected to participate in activities as well, with the level of participation decided in conversation with the Upper School Head. 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, age, marital status or disability, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position ***

Teaching Assistant

Wed, 04/16/2014 - 12:38pm
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: LS TEACHING ASSISTANT/ASC Department: LOWER SCHOOL & AFTER SCHOOL CARE FTE: 1.0  Non-Exempt Reports to: LOWER SCHOOL HEAD & DIRECTOR OF BEFORE AND AFTER SCHOOL CARE   POSITION SUMMARY A Lower School Teaching Assistant supports teachers and children in the classroom, outdoors, and on field trips. Teaching Assistants also supervise children in the Before and After School Care (ASC) program. ESSENTIAL DUTIES • Assist with supervision of children in the classroom, outdoors, and on field trips. • Assist with preparation and care of materials, which support the curriculum. • Assist with care and maintenance of the classroom and ASC environments. • Participate in some planning sessions with teachers. • Participate in Lower School staff retreats when designated. • Supervise students in, and plan projects for, the Before and After School Care Program. • Lead at least one ASC all day program and assist with others during the school year. • Attend designated meetings for In-service, Orientation days, and ASC. • Take advantage of professional development opportunities. • Work individually with students on academic tasks. • Correct student work. • Support children’s learning in all subject areas. • Support the teaching team through material preparation, technology support and attention to classroom details. • Work collaboratively with Grade Level and ASC teams. • Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)  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 Supervises children inside and outside the classroom. Supervises children in the Before and After School Care program. INTERPERSONAL CONTACTS Daily interactions are with children, parents, and homeroom teachers. Frequent interactions with LS Head, ASC Director and teachers of Before and After School Care program.  Contact with colleagues, interns, 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 have sufficient technology skills to support the team with help in organization, publishing student work, developing curricular materials, ordering supplies, conducting research, etc. • 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.   Regular attendance, punctuality and dependability are also required. EDUCATION AND/OR EXPERIENCE High School diploma, BA or BS from an accredited college or university is desirable but not required.  Experience working with young children is desired. LOWER SCHOOL WORKING CONDITIONS Locations include classroom, lunchroom and playground, LS library and computer room, front curb and CGS bus stop.  In order to accommodate After School Care program schedules, hours will vary on a daily, but not on a weekly basis.  This is an hourly teaching assistant position and requires 40 hours per week; 30 hours in the classroom and 10 hours in the After School Care Program.  Full-time LS Teaching Assistants may work as early as 7:00 A.M. and as late as 6:00 P.M. on a given day.  In addition, 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.   ***  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 ***

Head Swim Coach

Wed, 04/16/2014 - 12:37pm
The Catlin Gabel School is a Pre-K-Grade 12 co-educational college preparatory day school located on 60 wooded acres in suburban Portland, Oregon is currently recruiting for a head swimming coach for the 2014 -15 school year. boys and girls season begins on Monday, November 17 and concludes on Saturday, February 21.  Out-of-season program management responsibilities would commence at a mutually agreeable date no later than Monday, July 7 and would continue through the 2014-15 school year.   Responsibilities The head swimming coach will report to the director of athletics, will join a thriving athletics program that includes 13 varsity teams, most of which have both sub-varsity and middle-school counterparts.  The swimming program consists of one small teams including boys and girls, at the Upper School.   This is the first year we will have a program, so the coach would be responsible to help build a foundation for this team.  The head swimming coach and swimming program head is directly responsible for the coaching and management of the team.  Specific responsibilities include:   •     Development of a long-term vision for the swimming program and teaching curriculum to support that vision; •     Maintenance and inventory of program equipment and apparel; •     Development of practice and competition schedules; •     Management of appropriate out-of-season activities; •     Support of multi-sport participation for student-athletes; •     Promotion of balanced achievement in all areas of school life for student-athletes; and •     Compliance with all Catlin Gabel School policies/procedures.   Requirements and Qualifications Successful candidates must be 21 years of age, possess a valid Oregon State driver’s license, be available for all practices and competitions during the winter coaching season, and be available for regular meetings and other activities year-round.  Experience coaching swimming at the club, high school or college level is required, with head coaching and/or program management experience strongly preferred.  Additionally, candidates must satisfactorily complete a criminal background check and must possess or obtain prior to the start of their season current First Aid, CPR, and lifeguarding certifications.   Compensation Stipend: $4,800.00 - $5,800.00  

Learning Specialist

Fri, 04/11/2014 - 4:33pm
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: LEARNING SPECIALIST Department: LOWER SCHOOL FTE:.75  EXEMPT Reports to: LOWER SCHOOL HEAD   POSITION SUMMARY The Learning Specialist provides support and development of differentiated curriculum, effective instructional methods and individualized educational plans for children ages 4-11. The position requires consultation and collaboration with teachers, division heads, school counselor and parents. Position requires use of diplomacy, expertise and good judgment while dealing with highly confidential and sensitive information. The Learning Specialist is resourceful and has a deep knowledge of learning differences and experiences that encompasses the range from learning disabilities to intellectual giftedness. ESSENTIAL DUTIES Instruction • Provide small group or one-on-one instruction to students to support differentiation in reading, writing, or math. • Work within classrooms 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. • Ability to build confidence and positive attitudes by students towards their learning. • Ability to empower students to understand their learning needs and self-advocate. • Facilitates “Homework Club” to grade 4-5th students 1-2 times a week. Assessment • Provide assessments and screenings for learning difficulties/disabilities/giftedness. • 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. • Provides interpretation of outside evaluations and supports development of appropriate interventions. • 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. Consultation • Provide resources to parents and teachers as requested or appropriate. • Coach teachers in providing and implementing alternative methods of differentiated instruction for students needing extra support or extensions in learning. • Consider technology supports for differentiated instruction. • Track and document student learning needs through “Student Notes” and other appropriate tools to help facilitate teacher understanding of student learning needs. • Consult with teachers periodically to follow up on students with learning needs to help ensure recommendations and accommodations are effective and continue to adjust as needed. • Provide background information on how best to work with students and their parents and to brainstorm effective 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. • Collate and communicate essential information to teachers about students from year to year in collaboration with the counselor and division heads. • 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 Beginning School Head, Lower School Head, Assistant Lower School Head and/or Counselor to discuss student needs. Admissions • Work with Beginning and Lower School teachers, Head, and Admissions to refine the admissions assessment process as needed. • Participate in the admissions visits for BS/LS, as requested. • Consult with Admissions Department regarding any applicants who have learning concerns or needs. Other Duties • Participate actively as a member of the student support team of the school, attending meetings and working on campus wide issues. Support colleagues in meeting the needs of students, parents and teachers. • Help facilitate smooth and successful transitions between divisions by sharing information about students. • Establish a system to keep track of students with learning differences. • Maintain a list of possible outside evaluators for assessments and screenings as well as a current list of providers for speech and occupational therapy. • Maintain a list of possible tutors for students. Interview and provide tutors with information about the School, as well as emergency forms and background check forms that need to completed and returned to the Human Resources Office before working with students. Work with tutors to brainstorm teaching techniques or approaches for working with students and provide insight into the classroom program. • Coordinate tutoring services within the Lower School, when asked by a parent. Help select appropriate tutor for a student and facilitate communication between tutor and teachers and tutors and parents. Follow-up with parents to determine their satisfaction with tutoring, provide insights about the classroom program, tutors, and brainstorm instructional strategies for particular students. • Attend faculty meetings, retreats, Back-to-School nights and other BS or LS functions. • Make presentations on learning issues as needed. • Complete required H.R. trainings each year (CPR, First Aid, mandatory reporting, 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 diagnostic testing, learning disabilities, ADD/ADHD, and study skills. Ability to deal tactfully with difficult conversations and situations. Ability to provide effective instruction to small groups of students in reading, writing, and math.  Ability to coach and support teachers.  Prefer reading-recovery training. EDUCATION AND/OR EXPERIENCE Minimum of Masters in Special Education or Teaching or related area from an accredited college or university. Graduate degree preferred. Understanding of learning and development in children ages 4 through pre-adolescence. Experience in assessing and teaching children with learning difficulties. Minimum five years of 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 Full time on an academic calendar. Small classroom/office space. Program is largely self-initiated in response to teacher/student needs and schedules.  Also spends time in classrooms. Please upload cover letter, resume, written statement and 3 written references. ***  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 ***

Development Services Manager

Fri, 04/11/2014 - 10:35am
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: DEVELOPMENT SERVICES MANAGER             Department: DEVELOPMENT FTE: 1.0  EXEMPT                                            Reports to: DIRECTOR OF DEVELOPMENT   The Development Services Manager will join Catlin Gabel at an exciting time. In 2009, the school launched its most ambitious capital campaign, which has two foci: a new creative arts center and a more robust endowment with special emphasis on financial aid. Today, the campaign has successfully raised 83% of this $20 million goal, including the largest gift in the school’s history provided by Phil and Penny Knight to create and endow the Palma Scholars Program. Additionally, the school's robust annual giving campaign, “The Catlin Gabel Fund,” is a stand-alone, highly coordinated effort with a track record of success, bringing in well over $1 million annually. There has never been a better time for an energetic Development Services Manager to guide the next several years of data services growth and bring his/her own unique talents to our team.   POSITION SUMMARY The Development Services Manager is responsible for management of the development database system (Blackbaud Raiser’s Edge), including data collection and dissemination, constituent records, moves management, prospect research, gift processing, acknowledgement data, analysis, and report preparation. The Manager is a contributing member of the development staff committed to optimizing the use of the database to meet fundraising goals.  Assignments are performed independently with minimal supervision.  Position requires use of diplomacy and good judgment while dealing with highly confidential and sensitive information.   ESSENTIAL DUTIES • Oversee Development Services Coordinator and all aspects of gift processing: fund establishment, acknowledgement data, receipt creation, pledge reminder data, and solicitation forms. • Reconcile gift information with the Business Office, and balance on a monthly basis. • Generate Month End reports on all gift activity for the current fiscal year with data that is useful and relevant to Development. • Provide ad hoc statistical and analytical reports of gifts, donors, and constituents as needed. • Work with the data services coordinator to create segmented mailing lists at the beginning of the fiscal year to be used throughout the year in mailings on all or part of these segmented groups. • Produce data for the online parent/student directory, the philanthropy report, the alumni directory, the school calendar, and any other publications needing information. • Maintain the integrity of the database, update data, collection and input of information. • Participate in occasional meetings and events, which may occur in the evening, or on weekends. • Able to provide prospect research using Wealth Engine or similar database. • Able to build reports that will increase fundraiser autonomy. • Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.) SCOPE OF WORK The Data Services Manager is the interface between development staff and the database, and must handle complex tasks, data pulls, and large concepts.  The Manager must think creatively and systematically in order meet the needs of the development staff. SUPERVISORY RESPONSIBILITIES Development Services Coordinator   INTERPERSONAL CONTACTS Contact will be made with faculty, staff, parents, and alumni with regard to giving and biographical updates.  Need to be comfortable with highly confidential information.   SPECIFIC JOB SKILLS Person needs to have strong analytical skills and be able to apply them in order to develop operational systems. Command of Raiser’s Edge, or similar software, is essential in order to enter, extract, and format data in an accurate form that is useful to colleagues.  Knowledge of gift processing and relationship between Development and the Business Office are essential.  Experience with auditors and board of trustees is valuable.  The job requires the ability to focus and maintain the highest standards of accuracy; strong interpersonal communication skills; sensitivity to managing highly confidential information; excellent organizational, coordination and prioritization skills; and good writing skills.   EDUCATION AND/OR EXPERIENCE Two years minimum database experience - preferably using Blackbaud Raiser’s Edge. Experience in fundraising, gift processing, and data extrapolation needed. BA or BS from an accredited college or university preferred, but a combination of education and experience may be accepted. Strong database and spreadsheet skills required; experience in Blackbaud Raiser's Edge essential. Experience with Crystal Reports is a plus. WORKING CONDITIONS Ability to work occasional evenings and weekends, required. ***  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 ***

Groundskeeper

Fri, 04/04/2014 - 2:13pm
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. One example is the school’s strategic direction toward sustainability as outlined on the sustainable school pages of the internal and external websites. Position Title:   GROUNDSKEEPER           Non-Exempt Department:     FACILITIES              FTE: 1.0 Reports to:       GROUNDS SUPERVISOR                 POSITION SUMMARY: The Groundskeeper assists the Grounds Supervisor with implementing the Landscape Master Plan for Catlin Gabel School, maintains the natural, rural-agricultural and recreational-institutional landscapes.   ESSENTIAL DUTIES: The primary focus of this position is landscape maintenance with emphasis on beds, mowing, arbor care, irrigation, parking lots, walks and roads on the campus.      •  Perform routine landscape maintenance tasks as assigned including mowing, weeding, pruning, spraying, watering, fertilizing and blowing of pathways and roads. •  Follow safe work practices.  Observe safety regulations and policies described in the personnel handbook, including Hazard Communication and Lock-out programs.  Keep tools organized, shop spaces clean and aisles clear. •  Maintain parking lots, walks, roads, roofs, as well as storm and roof drains clear of debris. •  Implement Landscape, Sports Field and Hard Surface Maintenance. •  Maintain grounds-related records, participate in planning, develop and propose schedules for    landscape maintenance.  Requisition and maintain adequate material inventory.  •  Monitor irrigation schedules and watering requirements, and maintain irrigation systems. •  Perform routine maintenance of orchards and ornamental plantings. •  Assist the Director of Facilities through the Grounds Supervisor in developing the following programs: Natural  Landscape (Forest Area Management, Integration of Wetland Study and Bio-swale Areas and Storm Sewer Outflow), Rural-Agricultural Landscape (Support Division Lead Gardens, Orchard Remnants Management and Paddock Area Management) and Recreational-Institutional (Athletic Field Management, Various Play Spaces, Pathways, Roads and Parking Lots). •  Move furnishings for events. •  Maintain a professional attitude and neat appearance. •  Maintain a current Oregon Commercial Pesticide Applicator License with the following endorsements: IIHS general pests, IIHS structural pests, IIHS moss control, ornamental and turf insecticide and fungicide and ornamental and turf herbicide.  Maintains the Oregon Department of Agriculture (ODA) required 40 hours of recertification courses every 5 years (per ODA regulations) to maintain Oregon Commercial Pesticide Applicator License. •  Assume responsibility for establishing and maintaining professional working relations with employees, applicants, visitors, co-workers, supervisor and the Catlin Gabel School Community. •  Perform additional duties as required or requested. Work with associates to complete assignments. •  Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.) SCOPE OF WORK: Responsible for routine and planned maintenance of the campus landscapes as described in the Landscape Master Plan, as visually presented on the "Landscape Use" and "Activity Zones" Campus Site Plans, and as directed by the Grounds Supervisor or Facilities Director. This position may coordinate grounds related activities involving contractors and a variety of volunteers and volunteer groups including Campus Days and Community Service Program. Performs routine tasks and other assigned duties. SUPERVISORY RESPONSIBILITIES: None INTERPERSONAL CONTACTS: Works daily with facilities team, frequent contact with faculty, staff and students.  Some contact with parents, trustees, alumni and visitors. Works with groups of students. SPECIFIC JOB SKILLS: •  Demonstrate the ability and willingness to communicate promptly using telephone, push to talk radios, voice mail and e-mail.  Checks voice mail and e-mail daily.  •  Demonstrate the physical ability to lift 50# and push or pull 150#. •  Demonstrate prompt arrival and daily attendance at work. •  Demonstrate the ability and willingness to follow instructions and complete work on time. •  Demonstrate the ability and willingness to safely operate tractors, motorized equipment, hand tools and all other required equipment. •  Demonstrate the ability and willingness to perform the duties described above. •  Demonstrate the ability to read written work assignments in English. •  Demonstrate respect for others and is sensitive to diversity. •  Demonstrate the ability and willingness to participate in continuing education and professional development. •  Complete scheduled tasks in a timely manner with a minimum of supervision. •  Interpersonal skills to work with a variety of students.  •  Self-motivated to complete assigned tasks. •  Ability to enhance the school’s strategic direction toward sustainability as outlined on the sustainable school pages of the internal and external websites. •  Ability to drive with trailers.   EDUCATION AND/OR EXPERIENCE: •  High School diploma or GED preferred. •  Must possess, or obtain within 6 months, an Oregon Commercial Pesticide Applicator license with the following endorsements: IIHS general pests, IIHS structural pests, IIHS moss control, ornamental and turf insecticide and fungicide and ornamental and turf herbicide.  •  Classroom courses in horticulture and/or landscape technology preferred with two years landscaping (on-the-job) experience or six years’ experience in related fields. •  Valid Oregon Driver’s License and have an approved driving record. •  Background check is required.  History is interpreted based on Oregon Board of Education requirements. WORKING CONDITIONS: 40 hours per week, occasion overtime, infrequent weekend work and 12 months a year employment. Working outdoors in all kinds of weather.       ***  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 ***