The Chapin School

The Chapin School, an independent K-12 day school for girls located in New York City, seeks a student-centered, collaborative, and innovative educator to serve as Upper School History Teacher and Advisor beginning in the academic year 2023–2024.

DEIB Chapin’s Commitment to Diversity, Equity, Inclusion, and Belonging (DEIB):  All Chapin students and professional community members are valued and appreciated for their unique identities, including their diverse backgrounds, perspectives, talents, and interests. We expect Chapin faculty to employ culturally-informed, equity-focused teaching practices in order to reach all students and ensure they are known and understood. Each individual belongs to and is an integral part of our affirming and joyful learning community. To support this commitment, Chapin actively seeks diversity in its faculty, staff, and student body.   

All candidates are encouraged to be familiar with Chapin’s DEIB commitment and mission statement found on the School’s website.

Job Overview  

The Upper School History Teacher and Advisor will 

• serve as one of two history specialists on an interdisciplinary arts, English, and history teaching team for American Experience, a required, advanced-level 11th-grade course

• collaborate to plan and implement another Upper School course in the three-year world history sequence: World History I (Pre-history to approximately 500 CE), World History II (approximately 500 CE to late 18th century CE), or World History III (late 18th century to the present)

• advise in the Upper School

Chapin’s next Upper School History Teacher and Advisor will be:

A historian or social scientist who prioritizes context, critical thinking, and the skills of historical inquiry by

• Regarding the study of history as the opportunity to ask questions about the past and to better understand the forces that have shaped the present

• Developing in students reading, writing, and critical thinking grounded in historical methodology, including analyzing and evaluating primary and secondary sources and applying historical thinking skills including contextualization, causation, and continuity and change over time 

• Possessing the capacity to teach about the histories and cultures of a wide variety of communities, including those whose stories have been marginalized

• Embracing the responsibility to develop an educated, informed, engaged citizenry

A student-centered educator who values each student’s voice, experience, and history by

• Understanding and appreciating the Upper School learner, including and especially within the context of the developmental needs of 8th-grade students who are not typically considered high-school students

• Demonstrating effective pedagogy, particularly in response to the needs of students with a variety of backgrounds, learning needs, and interests

• Believing that in order for young people to thrive, they must see in the curriculum both themselves and others

• Seeking continually to develop a wide variety of assessment tools and approaches that are age appropriate and focused on fostering a growth mindset

An educator who actively cultivates a classroom and community of belonging by

• Engaging students in the process of co-creating an environment that fosters trust, inquiry, diversity of thought, feedback, and collaboration

• Working equitably and inclusively with all learners and exhibiting cultural competency to support students of different backgrounds

• Collaborating with colleagues within the department and the teaching teams to reflect on programming and discuss pedagogy and practice

• Embodying a growth mindset, which means being willing to learn alongside students and colleagues, to make mistakes, and to listen with empathy to others.

A partner to students, their parents, and colleagues in teaching and learning who

• Is ready to balance integrating into our existing curriculum and institutional structures while being willing and able to contribute their own specific skills and experiences that can enrich our programming

• Employs research-based strategies to reach all students through differentiated approaches, mindful of students’ receptive and expressive learning preferences

• Provides ongoing, authentic feedback to students and their families

• Develops, collaboratively, interdisciplinary units of study that allow students to draw meaningful connections across subjects

• Simultaneously challenges and supports students, fostering joy, intellectual curiosity, and love of learning

• Embraces a culture of ongoing professional learning by regularly seeking out opportunities to observe colleagues and be observed, receive feedback, and collaborate.

• Navigates change and disagreement with respect, grace, and an eye toward resolution.

Qualifications

Required 

• BA in history or social science subject

• Three years experience teaching either history or social studies

• Demonstrated experience of collaborative curriculum design and implementation

Preferred 

• Advanced degree in history, especially area studies focused in American history, American studies, ancient, and/or world history

• Demonstrated experience teaching at a variety of high school grade levels

Compensation: The salary range for this position is $68,000-$130,000.

To apply

Candidates should submit a current résumé, a cover letter, and a philosophy of education by April 26, 2024.