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Catlin Gabel School

Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.


The 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.


Department: UPPER SCHOOL



This position involves teaching four sections of science. 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. Ideally, 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.


•Work collaboratively with colleagues 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.
• 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.)


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.


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.



• 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, experiential learning, and performance-based assessment.
• Evidence of cultural competence woven into teaching practice is a considerable plus.



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.


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☆ Dont forget to tell your interviewer that you heard about this opportunity from the Urban League of Portland ☆