ABOUT US: Oregon Episcopal School occupies a wooded 59 acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry based curriculum, and a strong sense of community. The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, culturally diverse learning community.
JOB SUMMARY: The scope and scale of this position is contingent upon finalization of the budget for the 21-22 school year. The baseline role will teach 2-3 sections of 9th grade health and human development each semester, serve as an advisor for 6-8 students, and lead a co-curricular Activity. In addition to building on and iterating the current 9th grade health curriculum, the more robust version of the role will also collaborate with the Upper School Student Life team to design and implement wellness education and programming in grades 9-12; manage co-curricular initiatives, including Activities and student clubs; and develop a 9th grade transitional experience that introduces Upper School students to social justice, community engagement, and lifelong learning skills. In any version of this role, the successful candidate will be an experienced high school educator with an expertise in and knowledge of health and wellness curricula, as well as an innovator looking to create transformative and empowering experiences for young adults. A particular interest in and experience with 9th and 10th graders is a plus.
This is a half to full-time faculty position (TBD) that comes with a competitive salary, abundant professional development opportunities, and a generous benefits package. For more information on benefits at OES visit the OES Benefits Guide.
Develop, plan, and implement curriculum for all sections (2-3/semester) of the health, wellness, and identity course required for all 9th grade students.
Collaborate to design, create, and implement a 9th grade transition program that helps students new to high school orient to the community, identify and practice skills necessary for academic and social growth, build healthy relationships with peers and adults, and develop the agency to be an active citizen in the Upper School.
Serve on and collaborate with the US Student Life team, which includes the Director for Community, Grade Deans, the US Counselor, the US Learning Resource Coordinator, and the International Student Support Coordinator, as well as other key partners from PE, Ed Tech, Equity and Inclusion, Experiential Education, and Community Engagement.
Work with CAST (Counseling and Academic Support) to plan and coordinate 9-12 health and wellness programming focused on AOD (alcohol and other drugs) education, healthy relationships, social-emotional resiliency, social justice, identity development, and self-awareness.
Participate as part of the PE team to help develop social, emotional, and physical wellness.
Plan and lead employee and parent education programs as needed.
Serve as an advisor for 6-8 students.
Lead a semester-long Upper School Activity, design and lead an annual Winterim mini-course, and go on at least one off-campus overnight trip/year.
Coordinate with the director of Residential Life on programs to promote and support healthy choices and habits among dorm students.
Participate in the daily life of the Upper School community.
BA or equivalent in related field
Two years of experience teaching high school students
IT skills: general digital literacy, intermediate to advanced Google Suite, MS Office Suite, database, web applications, video conferencing, etc. as appropriate to job duties, experience with applicable educational technology
Demonstrated experience with and skill in working with students from diverse ethnic, gender, socioeconomic, and educational backgrounds and a demonstrated commitment to equity and inclusion
Ability to pass a criminal background check and drug screen
MA or equivalent in related field
Experience with inquiry-based teaching and project-based learning
Significant experience with teaching and curriculum development, particularly in the health sciences (sleep, nutrition, exercise, emotional and physical safety, addictions/substances and processes, healthy sexuality, healthy use of social media, identity, brain development, mindfulness, stress management)
KNOWLEDGE, SKILLS, AND ABILITIES:
Excellent verbal and written communication skills
Ability to contribute to strong and positive connections with high school students and to maintain collegial relationships with colleagues
Ability to collaborate and work effectively on teams
Knowledge of educational technology, with an openness to innovation and willingness to learn as tools evolve
Primarily classroom environment, ability to sit at computer and keyboard for moderate periods
Ability to lift up to 20 pounds on an occasional basis with our without assistance
Mobility sufficient to move about the campus
Ability to see, hear, and speak to interact with students, parents, and groups of individuals
COMPENSATION: Faculty salary scale based on education and years’ teaching experience.
Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.
About Oregon Episcopal School - HR Office
Oregon Episcopal School prepares students for higher education and lifelong learning by inspiring intellectual, physical, social, emotional, artistic, and spiritual growth so that they may realize their power for good as citizens of local and world communities.
Oregon Episcopal School occupies a wooded 59 acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry based curriculum, and a strong sense of community. The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, culturally diverse learning community.