Upper School Math Teacher

Oregon Episcopal School seeks an Upper School Math Teacher to begin duties in August 2025.  

OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.

ABOUT US: Founded in 1869, Oregon Episcopal School today 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 Upper School also includes a small boarding program of international and domestic students who live and learn together enhancing the vibrancy of the school 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, diverse learning community. Committed to the professional development of our faculty, teachers are guided by the Learning and Teaching at OES faculty growth model. 

As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose—  toward inclusion and respect, service and justice and commitment beyond ourselves. 

JOB SUMMARY: The Upper School Math teacher at OES teaches inquiry-based math classes to students in grades nine through twelve. The teacher collaborates with colleagues to design and implement curriculum and learner-centered activities that emphasize analytical thinking, research, problem-solving, and collaboration, and ask students to think deeply and creatively about concepts and applications. The teacher structures 80-minute blocks by using a variety of full-class discussions, cooperative learning groups, pairs, and individuals, with students routinely presenting and sharing work. Teachers in the department use the "Explore Before Explain" methodology to engage students in the sense-making process and build an enduring understanding of new concepts. Successful candidates will have experience designing courses and assessments centered on clearly defined learning outcomes, ensuring alignment between instructional strategies and student achievement. Furthermore, they should understand and model the importance of involvement in the community, ongoing professional learning, and authentic collaboration with other faculty and staff to advance the School’s mission. Teachers are expected to bring an innovative, energetic spirit to the classroom, constantly seeking ways to make problem-solving essential to adolescents. The US Math teacher should have a strong facility with technology and a flexible mindset that enriches collaboration. Finally, the successful teacher will see students as budding scholars, creators, and engaged human beings.  

In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented and diverse faculty, possess excellent communication and interpersonal skills, and have the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging a diverse student body and strengthening the inclusive community of OES. 

In addition to teaching or administrative responsibilities, faculty participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association (for the Upper School), or coaching (in the Middle and Upper Schools) are encouraged to apply for these additional opportunities for student engagement and are strongly considered.

ESSENTIAL DUTIES: 

• Create, communicate, and maintain clear, consistent, and appropriate learning outcomes and expectations aligned with the Math Department’s goals and schoolwide strategic initiatives. 
• Provide frequent, constructive, objective, and prompt feedback. 
• Engage in professional growth and development
• Design assessments and activities as tools for student learning and growth. 
• Recognize, respect, and promote the cultural differences and diversity of the individuals in the classroom and community. 
• Contribute collaboratively on teaching teams for co-taught courses
• Communicate responsibly and professionally with colleagues, families, and students. 
• Establish and sustain relationships with students and families that promote learning and community building. 
• Seek to understand, value, and respond to each student. 
• Differentiate instruction; experiment with teaching strategies. 
• Establish and maintain appropriate standards for student behavior using Restorative Practice methods which encourage reflection and problem solving and support positive self-esteem and relationship building.
• Integrate technology in teaching and assessment. 
• Attend division meetings, grade-level team meetings, and academic department meetings. 
• Participate in the life of the school by attending school activities, events, meetings, and conferences. 
• Engage fully in OES-sponsored Diversity, Equity, and Inclusion activities as assigned.
• Serve as an advisor to a small group of students. 
• Attend an opening school grade-level overnight trip. 
• Design and implement an Activity (one hour a week co-curricular mini-course) and Winterim (week-long experiential education) course.