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Most recent job postings at teachinghistory
via Paylocity
posted_at: 14 hours agoschedule_type: Full-time
Description
AIM Academy is excited to announce a position for an innovative, artistic, and intellectually curious educator to join our Middle School Interactive Humanities Team. Interactive Humanities, a cornerstone of the AIM experience, is a thematically rich and academically rigorous element of each student’s day that incorporates the interdisciplinary exploration of civics, geography... history, and literature in an immersive, small group,
Description
AIM Academy is excited to announce a position for an innovative, artistic, and intellectually curious educator to join our Middle School Interactive Humanities Team. Interactive Humanities, a cornerstone of the AIM experience, is a thematically rich and academically rigorous element of each student’s day that incorporates the interdisciplinary exploration of civics, geography... history, and literature in an immersive, small group, project-based learning environment. AIM is currently seeking an experienced and engaging teacher to lead 7th and 8th Grade Interactive Humanities Classes, which focus on history and culture from the discovery of the Americas to the Civil Rights movement.
The Interactive Humanities department is supported by a collaborative team of teachers, instructional leaders, and knowledgeable administrators. An ideal candidate will have experience teaching history, social studies, civics, government, literature and geography skills, as well as a deep understanding of culturally responsive best practices. Experience teaching students with language-based learning differences like dyslexia and dysgraphia, as well as students who may have processing or attention issues, is preferred.
Because AIM is dedicated to creating a culture of equity and inclusion, candidates should value engaging in open dialogue, questioning, confronting assumptions, and attuning to all voices. Please review AIM’s “Equity and Diversity Statement” at “Equity and Diversity Statement."
Requirements
Qualifications
• Bachelor’s degree required / Master’s degree preferred
• PA or Private Academic Certification
• Excellent writing, editing, and communication skills at both the student and parent levels.
• Ability to positively and productively relate to students
• Strong organizational skills and attention to detail
• Deep respect for children as learners and individuals
• Ability to work flexibly and collaboratively with students and staff
• Demonstrated commitment to professional development and lifelong learning
• Experience in providing responsive, evidence-based instruction to students who learn differently
• Strong technology skills and familiarity with assistive technologies
• Adaptive learner and self-starter
• Sense of Humor, Patience and Flexibility
To Apply
Please do not apply through this site.
Interested candidates should send a cover letter, resume and EEO Self ID Form (which can be found on our website) to our HR Manager, Cheryl Ferst, at cferst@aimpa.org Show more details...
AIM Academy is excited to announce a position for an innovative, artistic, and intellectually curious educator to join our Middle School Interactive Humanities Team. Interactive Humanities, a cornerstone of the AIM experience, is a thematically rich and academically rigorous element of each student’s day that incorporates the interdisciplinary exploration of civics, geography... history, and literature in an immersive, small group, project-based learning environment. AIM is currently seeking an experienced and engaging teacher to lead 7th and 8th Grade Interactive Humanities Classes, which focus on history and culture from the discovery of the Americas to the Civil Rights movement.
The Interactive Humanities department is supported by a collaborative team of teachers, instructional leaders, and knowledgeable administrators. An ideal candidate will have experience teaching history, social studies, civics, government, literature and geography skills, as well as a deep understanding of culturally responsive best practices. Experience teaching students with language-based learning differences like dyslexia and dysgraphia, as well as students who may have processing or attention issues, is preferred.
Because AIM is dedicated to creating a culture of equity and inclusion, candidates should value engaging in open dialogue, questioning, confronting assumptions, and attuning to all voices. Please review AIM’s “Equity and Diversity Statement” at “Equity and Diversity Statement."
Requirements
Qualifications
• Bachelor’s degree required / Master’s degree preferred
• PA or Private Academic Certification
• Excellent writing, editing, and communication skills at both the student and parent levels.
• Ability to positively and productively relate to students
• Strong organizational skills and attention to detail
• Deep respect for children as learners and individuals
• Ability to work flexibly and collaboratively with students and staff
• Demonstrated commitment to professional development and lifelong learning
• Experience in providing responsive, evidence-based instruction to students who learn differently
• Strong technology skills and familiarity with assistive technologies
• Adaptive learner and self-starter
• Sense of Humor, Patience and Flexibility
To Apply
Please do not apply through this site.
Interested candidates should send a cover letter, resume and EEO Self ID Form (which can be found on our website) to our HR Manager, Cheryl Ferst, at cferst@aimpa.org Show more details...
via Second Jobs
posted_at: 6 days agoschedule_type: Full-time
Job Description
Experienced History Teachers wanting to work in Camden… listen up!
MPS/UPS Pay – Inner London
Are you an accomplished History Teacher with a passion for shaping young minds and fostering a love of learning? Look no further than this History Teacher opportunity!
Our esteemed partner school in Camden are actively seeking dedicated History Teachers to join their dynamic Humanities Department and make a meaningful impact on the
Job Description
Experienced History Teachers wanting to work in Camden… listen up!
MPS/UPS Pay – Inner London
Are you an accomplished History Teacher with a passion for shaping young minds and fostering a love of learning? Look no further than this History Teacher opportunity!
Our esteemed partner school in Camden are actively seeking dedicated History Teachers to join their dynamic Humanities Department and make a meaningful impact on the lives of their students.
As a seasoned History Teacher, you'll bring a wealth of knowledge and expertise to the classroom, guiding students on an enlightening journey through the corridors of time. From ancient civilizations to contemporary events, your dedication to the craft of teaching History will inspire curiosity and critical thinking in every lesson.
In this role, you'll utilize your extensive experience to create engaging and interactive learning experiences that captivate students' imaginations. Through dynamic discussions, immersive... activities, and innovative projects, you'll demonstrate why History matters and how it shapes our understanding of the world.
The successful History Teacher will possess a proven track record of excellence in the field of education, with a deep commitment to student success and academic excellence. With your expertise in History education, you'll empower students to become informed global citizens who appreciate the complexities of the past and its relevance to the present.
History Teacher – INDCLASS – Camden Show more details...
Experienced History Teachers wanting to work in Camden… listen up!
MPS/UPS Pay – Inner London
Are you an accomplished History Teacher with a passion for shaping young minds and fostering a love of learning? Look no further than this History Teacher opportunity!
Our esteemed partner school in Camden are actively seeking dedicated History Teachers to join their dynamic Humanities Department and make a meaningful impact on the lives of their students.
As a seasoned History Teacher, you'll bring a wealth of knowledge and expertise to the classroom, guiding students on an enlightening journey through the corridors of time. From ancient civilizations to contemporary events, your dedication to the craft of teaching History will inspire curiosity and critical thinking in every lesson.
In this role, you'll utilize your extensive experience to create engaging and interactive learning experiences that captivate students' imaginations. Through dynamic discussions, immersive... activities, and innovative projects, you'll demonstrate why History matters and how it shapes our understanding of the world.
The successful History Teacher will possess a proven track record of excellence in the field of education, with a deep commitment to student success and academic excellence. With your expertise in History education, you'll empower students to become informed global citizens who appreciate the complexities of the past and its relevance to the present.
History Teacher – INDCLASS – Camden Show more details...
via LinkedIn
posted_at: 2 days agoschedule_type: Full-time
Job Title: Middle School History Teacher
Department: Middle School...
Position Status: 10 Month Full Time
FLSA Status: Salary Exempt
Reports To (Position Title): Head of Middle School
Travel Requirements: Grade Level Trips
Position Summary
Are you a teacher who is passionate about how people, their problems, and their resulting decisions have shaped our country? Can you help students see the connections between “then” and “now”? Are
Job Title: Middle School History Teacher
Department: Middle School...
Position Status: 10 Month Full Time
FLSA Status: Salary Exempt
Reports To (Position Title): Head of Middle School
Travel Requirements: Grade Level Trips
Position Summary
Are you a teacher who is passionate about how people, their problems, and their resulting decisions have shaped our country? Can you help students see the connections between “then” and “now”? Are you excited about teaching from a creative, constantly changing set of resources rather than a textbook? Does the thought of designing curriculum and actively collaborating across subject areas intrigue you?
Presbyterian School is seeking an experienced, dynamic professional to teach Middle School History as a component of an interdisciplinary Humanities course. This teacher will co-create curriculum and use progressive and innovative pedagogical approaches in its implementation.
A qualified candidate will enjoy the middle school student, value collaboration with others, and commit to child-centered learning that fosters creativity, critical thinking, and problem solving. Demonstrated experience teaching in a selective independent or public-school setting is required. A successful candidate will exhibit strong character and will commit to supporting the mission, programs and policies of Presbyterian School. The Middle School History Teacher is encouraged to discuss with leadership, opportunities for professional and social involvement with school and student activities.
Position Duties and Responsibilities
• Plans, evaluates and revises course curricula, content, materials and methods of instruction for humanities studies in an engaging classroom that encourages critical thinking, self-reflection and active listening
• Supervises students on school grounds, during snack/meal breaks, recess periods, assigned after school care dates and attends field trips
• Facilitates student project exhibits, including exchange of regular displays, as well as, coordinating special exhibits
• Engages with neighborhood museums for visits, meeting guest speakers and other programs in an effort to enhance the classroom curriculum
• Collaborates with classroom teachers and other faculty on cross-divisional or cross-curricular projects
• Evaluates and gives feedback on students' class work, assignments, and papers
• Maintains student attendance records, progress, and other required records
• Partners with families through meaningful communication
• Sharing course content and insightful comments on student work in report cards
• Creating trusting relationships in an advisory setting as a leader of a small group of students within a grade level
• Assists with student behavior and reconciliations for students as required
• Chaperones grade level trips, including yearly overnight trip
• Engages in appropriate professional associations and pursues opportunities for professional development
• Provides first aid assistance to students and reports illnesses to the nurse
• Performs various other duties as assigned by leadership
• Embraces and embodies the unique and essential Mission of the School, demonstrating an understanding of the distinct principles of the school that reside at the heart of our mission statement “Family, School and Church united in the Support and Education of Each Child”
Qualifications
• 3 plus years’ experience teaching history or related humanities content in independent schools preferred
• Bachelor’s degree in Humanities, Education, or related field required. Master’s degree preferred
• Demonstrated leadership in school or education is required
• Teachers Certificate preferred
• Enjoys working in a high energy classroom and is skilled in facilitating an integrated curriculum
• Willingness to embrace new paradigms of student learning
• Possesses computer skills, including Microsoft Office, Gmail, Google Drive, Shared Docs and Sheets or Microsoft equivalent
• Ability to understand and follow written and verbal instructions
• Ability to work effectively with others
• Ability to work independently
• Ability to interact with a professional demeanor with staff, general public, and school personnel
• Effective prioritization and time management skills
• Ability to meet strict deadlines under pressure
Non-Physical Demands:
Change of tasks, performing multiple tasks simultaneously, working with others as part of a team, and irregular schedule may be required at times.
Physical Requirements of the Job:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. While performing the duties of this job, the employee is required to stand; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk and hear. The employee must occasionally lift and/or move heavy objects. Specific vision abilities required by this job include close vision and the ability to adjust focus.
Work Conditions:
The work environment characteristics described here are representative of those an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Secured site facility must adhere to school policy and procedures while on school property.
Machines, Tools, Equipment and Work Aids:
Laptop or iPad, phone, copier and fax.
Job description statements are intended to describe the general nature and level of work being performed by employees assigned to this job title. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required.
Presbyterian School seeks to attract qualified candidates from diverse backgrounds to its faculty, staff and student body who are able to support and further the mission of the school. Accordingly, all positions on the faculty and administrative staff will be filled solely on the basis of merit and without reference to the applicant's age, sex, disability, ethnic or national origin. In light of the school's religious nature, it does reserve the right to consider an applicant's or employee's religious beliefs and practices in employment decisions. Applicants requiring reasonable accommodation in the application or interview process should notify the Human Resource department Show more details...
Department: Middle School...
Position Status: 10 Month Full Time
FLSA Status: Salary Exempt
Reports To (Position Title): Head of Middle School
Travel Requirements: Grade Level Trips
Position Summary
Are you a teacher who is passionate about how people, their problems, and their resulting decisions have shaped our country? Can you help students see the connections between “then” and “now”? Are you excited about teaching from a creative, constantly changing set of resources rather than a textbook? Does the thought of designing curriculum and actively collaborating across subject areas intrigue you?
Presbyterian School is seeking an experienced, dynamic professional to teach Middle School History as a component of an interdisciplinary Humanities course. This teacher will co-create curriculum and use progressive and innovative pedagogical approaches in its implementation.
A qualified candidate will enjoy the middle school student, value collaboration with others, and commit to child-centered learning that fosters creativity, critical thinking, and problem solving. Demonstrated experience teaching in a selective independent or public-school setting is required. A successful candidate will exhibit strong character and will commit to supporting the mission, programs and policies of Presbyterian School. The Middle School History Teacher is encouraged to discuss with leadership, opportunities for professional and social involvement with school and student activities.
Position Duties and Responsibilities
• Plans, evaluates and revises course curricula, content, materials and methods of instruction for humanities studies in an engaging classroom that encourages critical thinking, self-reflection and active listening
• Supervises students on school grounds, during snack/meal breaks, recess periods, assigned after school care dates and attends field trips
• Facilitates student project exhibits, including exchange of regular displays, as well as, coordinating special exhibits
• Engages with neighborhood museums for visits, meeting guest speakers and other programs in an effort to enhance the classroom curriculum
• Collaborates with classroom teachers and other faculty on cross-divisional or cross-curricular projects
• Evaluates and gives feedback on students' class work, assignments, and papers
• Maintains student attendance records, progress, and other required records
• Partners with families through meaningful communication
• Sharing course content and insightful comments on student work in report cards
• Creating trusting relationships in an advisory setting as a leader of a small group of students within a grade level
• Assists with student behavior and reconciliations for students as required
• Chaperones grade level trips, including yearly overnight trip
• Engages in appropriate professional associations and pursues opportunities for professional development
• Provides first aid assistance to students and reports illnesses to the nurse
• Performs various other duties as assigned by leadership
• Embraces and embodies the unique and essential Mission of the School, demonstrating an understanding of the distinct principles of the school that reside at the heart of our mission statement “Family, School and Church united in the Support and Education of Each Child”
Qualifications
• 3 plus years’ experience teaching history or related humanities content in independent schools preferred
• Bachelor’s degree in Humanities, Education, or related field required. Master’s degree preferred
• Demonstrated leadership in school or education is required
• Teachers Certificate preferred
• Enjoys working in a high energy classroom and is skilled in facilitating an integrated curriculum
• Willingness to embrace new paradigms of student learning
• Possesses computer skills, including Microsoft Office, Gmail, Google Drive, Shared Docs and Sheets or Microsoft equivalent
• Ability to understand and follow written and verbal instructions
• Ability to work effectively with others
• Ability to work independently
• Ability to interact with a professional demeanor with staff, general public, and school personnel
• Effective prioritization and time management skills
• Ability to meet strict deadlines under pressure
Non-Physical Demands:
Change of tasks, performing multiple tasks simultaneously, working with others as part of a team, and irregular schedule may be required at times.
Physical Requirements of the Job:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. While performing the duties of this job, the employee is required to stand; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk and hear. The employee must occasionally lift and/or move heavy objects. Specific vision abilities required by this job include close vision and the ability to adjust focus.
Work Conditions:
The work environment characteristics described here are representative of those an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Secured site facility must adhere to school policy and procedures while on school property.
Machines, Tools, Equipment and Work Aids:
Laptop or iPad, phone, copier and fax.
Job description statements are intended to describe the general nature and level of work being performed by employees assigned to this job title. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required.
Presbyterian School seeks to attract qualified candidates from diverse backgrounds to its faculty, staff and student body who are able to support and further the mission of the school. Accordingly, all positions on the faculty and administrative staff will be filled solely on the basis of merit and without reference to the applicant's age, sex, disability, ethnic or national origin. In light of the school's religious nature, it does reserve the right to consider an applicant's or employee's religious beliefs and practices in employment decisions. Applicants requiring reasonable accommodation in the application or interview process should notify the Human Resource department Show more details...
via ZipRecruiter
posted_at: 18 days agoschedule_type: Full-time
Central Florida Christian Academy (CFCA), a K4-12, Private Christian school located in beautiful Orlando, Florida is seeking a History Teacher for the 2023-2024 school year, and beyond. Founded in 1973, CFCA is a part of the Central Florida region and boasts a beautiful campus with room for expansion and growth.
CFCA teacher's purpose and responsibilities are to provide support to the... instructional process by serving as a teacher with specific
Central Florida Christian Academy (CFCA), a K4-12, Private Christian school located in beautiful Orlando, Florida is seeking a History Teacher for the 2023-2024 school year, and beyond. Founded in 1973, CFCA is a part of the Central Florida region and boasts a beautiful campus with room for expansion and growth.
CFCA teacher's purpose and responsibilities are to provide support to the... instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; responding to a wide range of inquiries from students' parents or guardians regarding the instructional program and student progress, and working with students to develop their Christian worldview.
This position is a full-time teaching position for the academic year. The role includes teaching history courses in our Upper School program with existing faculty. Courses include Middle School Civics, Middle School American History, World History and AP World History. Salary range commensurate with education and experience.
Job requirements include, but are not limited to, the following:
• Ability to sign and affirm the school's statement of faith
• Active membership in a Bible-believing Christian Church
• Bachelor's degree in history or appropriate field of study for Secondary history instruction
• An understanding and appreciation for the classical Christian model of education and the place of history within such a curriculum
• ACSI or FL state certification
• Experience teaching middle and/or high school students
• Dynamic and engaging personality
• Comfort and skill using technology
• Be willing and able to engage in the school's community life and attend certain extracurricular activities.
Additional opportunities for paid involvement include: Assistant Basketball Coach; Assistant Varsity Girls Volleyball Coach; Assistant Varsity Baseball Coach, Assistant Varsity Softball Coach; Assistant Track and Field Coach
Contract Term: Full-time, 35+ hours per week; additional hours as required
Hours: Monday - Friday, 7:30 am - 3:30 pm
Start Date: July 31st, 2023
Reports to: Head of School and US Principal Show more details...
CFCA teacher's purpose and responsibilities are to provide support to the... instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; responding to a wide range of inquiries from students' parents or guardians regarding the instructional program and student progress, and working with students to develop their Christian worldview.
This position is a full-time teaching position for the academic year. The role includes teaching history courses in our Upper School program with existing faculty. Courses include Middle School Civics, Middle School American History, World History and AP World History. Salary range commensurate with education and experience.
Job requirements include, but are not limited to, the following:
• Ability to sign and affirm the school's statement of faith
• Active membership in a Bible-believing Christian Church
• Bachelor's degree in history or appropriate field of study for Secondary history instruction
• An understanding and appreciation for the classical Christian model of education and the place of history within such a curriculum
• ACSI or FL state certification
• Experience teaching middle and/or high school students
• Dynamic and engaging personality
• Comfort and skill using technology
• Be willing and able to engage in the school's community life and attend certain extracurricular activities.
Additional opportunities for paid involvement include: Assistant Basketball Coach; Assistant Varsity Girls Volleyball Coach; Assistant Varsity Baseball Coach, Assistant Varsity Softball Coach; Assistant Track and Field Coach
Contract Term: Full-time, 35+ hours per week; additional hours as required
Hours: Monday - Friday, 7:30 am - 3:30 pm
Start Date: July 31st, 2023
Reports to: Head of School and US Principal Show more details...
via Leader Education
posted_at: 2 days agoschedule_type: Full-time
Job Title: GCSE History Teacher
Location: Durham...
Contract type: Temporary
Leader Education are recruiting a dedicated, hardworking History Teacher to work at an alternative provision based in Durham, teaching at GCSE Level.
Pupils within this school are unable to access mainstream education due to their varying behavioural, social, emotional, and mental health (SEMH) needs. Therefore, the successful candidate will have experience dealing with
Job Title: GCSE History Teacher
Location: Durham...
Contract type: Temporary
Leader Education are recruiting a dedicated, hardworking History Teacher to work at an alternative provision based in Durham, teaching at GCSE Level.
Pupils within this school are unable to access mainstream education due to their varying behavioural, social, emotional, and mental health (SEMH) needs. Therefore, the successful candidate will have experience dealing with difficult behaviour and knowledge of Education and Health care plans.
The successful candidate will have:
• A current DBS that is on the update system, or a willingness to obtain one.
• Qualified teacher status (QTS) and relevant teaching qualifications.
• Previous experience teaching History to students.
• Ability to effectively deliver the curriculum, offering support, advice, and guidance to pupils.
• Excellent interpersonal and communication skills.
• Adaptability and initiative to accommodate for various learning types and abilities, striving towards social and academic development.
• High expectations and aspirations for young people and themselves.
• Proficiency in utilising technology for teaching and learning purposes.
Leader Education can offer:
• Competitive pay rates
• Refer a friend or colleague bonus scheme: £100 per referral (terms apply)
• Free CPD including Team Teach
• A dedicated consultant to answer any queries and for ongoing support
• Potential permanent contract after a qualifying period
Interested candidates are invited to submit a comprehensive CV outlining their teaching experience, qualifications which are relevant to this role. Please email your CV or call us on 0333 577 5034.
Leader Education is committed to safeguarding and promoting the welfare of children, all applicants must go through a thorough vetting procedure, including enhanced DBS and reference checks.
INDTEA Show more details...
Location: Durham...
Contract type: Temporary
Leader Education are recruiting a dedicated, hardworking History Teacher to work at an alternative provision based in Durham, teaching at GCSE Level.
Pupils within this school are unable to access mainstream education due to their varying behavioural, social, emotional, and mental health (SEMH) needs. Therefore, the successful candidate will have experience dealing with difficult behaviour and knowledge of Education and Health care plans.
The successful candidate will have:
• A current DBS that is on the update system, or a willingness to obtain one.
• Qualified teacher status (QTS) and relevant teaching qualifications.
• Previous experience teaching History to students.
• Ability to effectively deliver the curriculum, offering support, advice, and guidance to pupils.
• Excellent interpersonal and communication skills.
• Adaptability and initiative to accommodate for various learning types and abilities, striving towards social and academic development.
• High expectations and aspirations for young people and themselves.
• Proficiency in utilising technology for teaching and learning purposes.
Leader Education can offer:
• Competitive pay rates
• Refer a friend or colleague bonus scheme: £100 per referral (terms apply)
• Free CPD including Team Teach
• A dedicated consultant to answer any queries and for ongoing support
• Potential permanent contract after a qualifying period
Interested candidates are invited to submit a comprehensive CV outlining their teaching experience, qualifications which are relevant to this role. Please email your CV or call us on 0333 577 5034.
Leader Education is committed to safeguarding and promoting the welfare of children, all applicants must go through a thorough vetting procedure, including enhanced DBS and reference checks.
INDTEA Show more details...
via The Packer Collegiate Institute
schedule_type: Full-timesalary: 67K–150K a year
The Packer Collegiate Institute invites applicants interested in teaching full-time Upper School History.
Anticipated start date: August 2024...
Responsibilities:
This position entails teaching four sections of Upper School History and advising a small group of Upper School students. The teaching role requires close collaboration with other history teachers.
Packer’s commitment to families requires significant written and oral communication
The Packer Collegiate Institute invites applicants interested in teaching full-time Upper School History.
Anticipated start date: August 2024...
Responsibilities:
This position entails teaching four sections of Upper School History and advising a small group of Upper School students. The teaching role requires close collaboration with other history teachers.
Packer’s commitment to families requires significant written and oral communication about student work and progress. Our commitment to diversity requires a willingness to engage with complex ideas, to reflect critically on one’s own experiences, and to support students’ identities and diverse backgrounds.
Applicants should possess:
• Strong content knowledge and a range of pedagogical approaches to help students practice the historical thinking skills and the habits of mind that will empower them to interrogate the past, develop evidence-based arguments, and make connections to the present
• A minimum of five years experience teaching history and be versatile in their ability to teach standard and advanced U.S and global courses
• The desire to serve as advisors to support the social and emotional well-being of a cohort of grade-level students
• A commitment to anti-bias and anti-racism work and to promoting an inclusive, just, and equitable school community
• Familiarity with technology in the teaching of history is essential
• The desire to collaborate in planning curriculum with other members of a harmonious department is essential
• A Master's degree is preferred, but not required
Packer’s comprehensive commitment to diversity and equity requires all faculty members to actively and thoughtfully engage in work around identity, anti-racism, and inclusion. We actively encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, and beliefs Show more details...
Anticipated start date: August 2024...
Responsibilities:
This position entails teaching four sections of Upper School History and advising a small group of Upper School students. The teaching role requires close collaboration with other history teachers.
Packer’s commitment to families requires significant written and oral communication about student work and progress. Our commitment to diversity requires a willingness to engage with complex ideas, to reflect critically on one’s own experiences, and to support students’ identities and diverse backgrounds.
Applicants should possess:
• Strong content knowledge and a range of pedagogical approaches to help students practice the historical thinking skills and the habits of mind that will empower them to interrogate the past, develop evidence-based arguments, and make connections to the present
• A minimum of five years experience teaching history and be versatile in their ability to teach standard and advanced U.S and global courses
• The desire to serve as advisors to support the social and emotional well-being of a cohort of grade-level students
• A commitment to anti-bias and anti-racism work and to promoting an inclusive, just, and equitable school community
• Familiarity with technology in the teaching of history is essential
• The desire to collaborate in planning curriculum with other members of a harmonious department is essential
• A Master's degree is preferred, but not required
Packer’s comprehensive commitment to diversity and equity requires all faculty members to actively and thoughtfully engage in work around identity, anti-racism, and inclusion. We actively encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, and beliefs Show more details...
via ACSI Job
schedule_type: Full-time and Part-time
POSITION: Elementary Teachers (Multiple Positions, Grades 3, 4)
Approximate Start Date: August 2024...
DESCRIPTION: Full-time 1.0 FTE (Elementary); Part-time or Full-time (Early Childhood)
PROFILE:
• Follower of Jesus Christ, committed to modeling and teaching from a biblical worldview to students
• Bachelor’s Degree in Elementary Education, from accredited US college/university
• Current Elementary Educator’s License
• Strength/enjoyment
POSITION: Elementary Teachers (Multiple Positions, Grades 3, 4)
Approximate Start Date: August 2024...
DESCRIPTION: Full-time 1.0 FTE (Elementary); Part-time or Full-time (Early Childhood)
PROFILE:
• Follower of Jesus Christ, committed to modeling and teaching from a biblical worldview to students
• Bachelor’s Degree in Elementary Education, from accredited US college/university
• Current Elementary Educator’s License
• Strength/enjoyment of teaching history/social studies (teaching partner teaches science to grade level)
• Full time teaching experience desired
Chapel Hill Academy is a Preschool through 8th grade non-denominational, independent Christian school in Chanhassen, Minnesota. Compensation is competitive based on training and experience. Full time teaching employment offers full benefits package: medical, dental, vision, life, disability, retirement, child tuition. CHA is a warm and welcoming community of families and professionals who are passionate about teaching and learning from a Biblical Worldview. To learn more at CHA go to our website at www.chapel-hill.org
To apply, please submit a resume, teaching license/certificate, letter of interest indicating your preferred grade levels, teaching experience, and testimony of faith in Christ. Send documents to Mrs. Kassie Grosz, Head of School, at groszk@chapel-hill.org Electronic applications only. Thank you Show more details...
Approximate Start Date: August 2024...
DESCRIPTION: Full-time 1.0 FTE (Elementary); Part-time or Full-time (Early Childhood)
PROFILE:
• Follower of Jesus Christ, committed to modeling and teaching from a biblical worldview to students
• Bachelor’s Degree in Elementary Education, from accredited US college/university
• Current Elementary Educator’s License
• Strength/enjoyment of teaching history/social studies (teaching partner teaches science to grade level)
• Full time teaching experience desired
Chapel Hill Academy is a Preschool through 8th grade non-denominational, independent Christian school in Chanhassen, Minnesota. Compensation is competitive based on training and experience. Full time teaching employment offers full benefits package: medical, dental, vision, life, disability, retirement, child tuition. CHA is a warm and welcoming community of families and professionals who are passionate about teaching and learning from a Biblical Worldview. To learn more at CHA go to our website at www.chapel-hill.org
To apply, please submit a resume, teaching license/certificate, letter of interest indicating your preferred grade levels, teaching experience, and testimony of faith in Christ. Send documents to Mrs. Kassie Grosz, Head of School, at groszk@chapel-hill.org Electronic applications only. Thank you Show more details...
via Fort Myers, FL - Geebo
posted_at: 5 days agoschedule_type: Full-timesalary: 20–28 an hour
3.
0 Full-time 1 day ago Full Job Description 23-24 School Year The Social Studies Teacher is responsible for coaching, motivating, and instructing high school students within the company model and with attention given to each student's Individual Graduation Plan (IGP).
All for-credit courses are aligned to state standards and are delivered in such a way to engage student learning and accelerate... the accumulation of credits through a mastery-based
3.
0 Full-time 1 day ago Full Job Description 23-24 School Year The Social Studies Teacher is responsible for coaching, motivating, and instructing high school students within the company model and with attention given to each student's Individual Graduation Plan (IGP).
All for-credit courses are aligned to state standards and are delivered in such a way to engage student learning and accelerate... the accumulation of credits through a mastery-based educational model.
In many respects, the teacher acts more like a coach and mentor in this environment and is specifically focused on ensuring the success of his/her students.
PRIMARY
Responsibilities:
Provide a learning environment of high student accountability in reading that is student-centered and aligned with the school's academic goals and specified objectives.
Provide direction and leadership within the school and classroom by displaying deep and effective working knowledge of the reading process and demonstrating best practices relating to teaching, intervention, and instructional techniques in content area text.
Maintain, disaggregate, and provide progress-monitoring reports, reading records, benchmark data, and other student records as required by district or state regulatory guidelines and company policy and procedures.
Collaborate effectively and professionally with peers to develop, plan, and implement best educational practices based upon the individual academic needs of the students that are aligned with company goals.
Participate in professional development courses or activities to maintain appropriate certification or credentials based on position.
Assist in all initiatives to ensure school meets defined FTE enrollment and attendance goals.
Performs all other duties as assigned, which are aligned in accordance with company policy and procedures that ensure educational goals are achieved.
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge of the principles of secondary education Knowledge of curriculum and instructional theory Knowledge, skills and ability to analyze and use data to drive program improvement Ability to communicate effectively both orally and in writing JOB REQUIREMENTS AND PREREQUISITES:
Bachelor's degree or higher from an accredited institution with a major in social science, social studies, history, political science, geography, philosophy, sociology, economics or psychology Teacher Certification or Statement of Eligibility in Social Science 6-12 Minimum one (1) year high school teaching Previous experience and/or the ability to work with over-age and at-risk youth is preferred.
Opportunities abound at ALS Education LLC, a leading provider of non-traditional programming for students who are at-risk of dropping out of high school or who have already dropped out and are seeking a second chance.
Serving students in some of the largest school districts in Florida, Georgia, and North Carolina, ALS Education LLC manages 21 schools (17 in Florida, 3 In North Carolina, and 1 in Georgia).
ALS Education LLC is currently seeking outstanding teachers, leaders, and staff who are committed to helping our students aged 16-21 who have dropped out and need a unique learning environment to thrive and be successful.
Our schools provide students the opportunity to get back on track in their learning by building basic skills and meeting requirements for graduation.
Looking beyond graduation, we provide extensive career and college readiness training to prepare students with the skills and planning for life after high school.
We have an increased need for teachers interested in teaching reading, math, science, special education, and English as a second language in an innovative High School Setting.
If you are seeking an opportunity to be part of a mission-driven organization and impact the lives and legacies of students and families, apply now! Growing organization with growth opportunities for interested and high performing employees Significantly smaller typical student load than a traditional high school (average 50 versus 150 in a traditional high school) Minimal daily lesson planning as the core curriculum is computer-driven Opportunity to spend instructional time supporting the individual needs of students Minimal non-instructional assignments (ie.
no cafeteria coverage; afterschool sports or activity supervision) 401K with company profit sharing match Daily opportunity for additional hourly stipends for the extended school day Ability to support students from beginning to the end of their journey (students don't change teachers year-over-year).
Estimated Salary: $20 to $28 per hour based on qualifications Show more details...
0 Full-time 1 day ago Full Job Description 23-24 School Year The Social Studies Teacher is responsible for coaching, motivating, and instructing high school students within the company model and with attention given to each student's Individual Graduation Plan (IGP).
All for-credit courses are aligned to state standards and are delivered in such a way to engage student learning and accelerate... the accumulation of credits through a mastery-based educational model.
In many respects, the teacher acts more like a coach and mentor in this environment and is specifically focused on ensuring the success of his/her students.
PRIMARY
Responsibilities:
Provide a learning environment of high student accountability in reading that is student-centered and aligned with the school's academic goals and specified objectives.
Provide direction and leadership within the school and classroom by displaying deep and effective working knowledge of the reading process and demonstrating best practices relating to teaching, intervention, and instructional techniques in content area text.
Maintain, disaggregate, and provide progress-monitoring reports, reading records, benchmark data, and other student records as required by district or state regulatory guidelines and company policy and procedures.
Collaborate effectively and professionally with peers to develop, plan, and implement best educational practices based upon the individual academic needs of the students that are aligned with company goals.
Participate in professional development courses or activities to maintain appropriate certification or credentials based on position.
Assist in all initiatives to ensure school meets defined FTE enrollment and attendance goals.
Performs all other duties as assigned, which are aligned in accordance with company policy and procedures that ensure educational goals are achieved.
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge of the principles of secondary education Knowledge of curriculum and instructional theory Knowledge, skills and ability to analyze and use data to drive program improvement Ability to communicate effectively both orally and in writing JOB REQUIREMENTS AND PREREQUISITES:
Bachelor's degree or higher from an accredited institution with a major in social science, social studies, history, political science, geography, philosophy, sociology, economics or psychology Teacher Certification or Statement of Eligibility in Social Science 6-12 Minimum one (1) year high school teaching Previous experience and/or the ability to work with over-age and at-risk youth is preferred.
Opportunities abound at ALS Education LLC, a leading provider of non-traditional programming for students who are at-risk of dropping out of high school or who have already dropped out and are seeking a second chance.
Serving students in some of the largest school districts in Florida, Georgia, and North Carolina, ALS Education LLC manages 21 schools (17 in Florida, 3 In North Carolina, and 1 in Georgia).
ALS Education LLC is currently seeking outstanding teachers, leaders, and staff who are committed to helping our students aged 16-21 who have dropped out and need a unique learning environment to thrive and be successful.
Our schools provide students the opportunity to get back on track in their learning by building basic skills and meeting requirements for graduation.
Looking beyond graduation, we provide extensive career and college readiness training to prepare students with the skills and planning for life after high school.
We have an increased need for teachers interested in teaching reading, math, science, special education, and English as a second language in an innovative High School Setting.
If you are seeking an opportunity to be part of a mission-driven organization and impact the lives and legacies of students and families, apply now! Growing organization with growth opportunities for interested and high performing employees Significantly smaller typical student load than a traditional high school (average 50 versus 150 in a traditional high school) Minimal daily lesson planning as the core curriculum is computer-driven Opportunity to spend instructional time supporting the individual needs of students Minimal non-instructional assignments (ie.
no cafeteria coverage; afterschool sports or activity supervision) 401K with company profit sharing match Daily opportunity for additional hourly stipends for the extended school day Ability to support students from beginning to the end of their journey (students don't change teachers year-over-year).
Estimated Salary: $20 to $28 per hour based on qualifications Show more details...
via KD博士
schedule_type: Contractor
Curriculum Studies and Teacher Education (CTE) offers doctoral degrees with the following specializations: Elementary Education; Literacy, Language, and English Education; History/Social Science Education; Mathematics Education; Science and Environmental Education; and Teacher Education. In addition, two cross-area specializations—Learning Sciences and Technology Design, and Race, Inequality, and... Language in Education—enable doctoral students
Curriculum Studies and Teacher Education (CTE) offers doctoral degrees with the following specializations: Elementary Education; Literacy, Language, and English Education; History/Social Science Education; Mathematics Education; Science and Environmental Education; and Teacher Education. In addition, two cross-area specializations—Learning Sciences and Technology Design, and Race, Inequality, and... Language in Education—enable doctoral students in those specializations to ground their studies in the CTE academic area.
CTE is designed to prepare scholars and practitioners to address a number of fundamental educational questions: What should be taught, to whom, for what ends? How can school programs be organized to optimize the educational development of students? What processes can be employed to enable teachers and policy makers to understand the strengths and weaknesses of schools?
CTE is based on the premise that schools are most likely to improve when those engaged in their improvement recognize the highly interactive nature of school processes. How science is taught, for example, is not independent of the time teachers spend planning their programs or how they believe their efforts will be evaluated. How school subjects are defined and the time allocated to them influence what students are able to learn. What options exist for the organization of the school curriculum? How do evaluation practices influence the priorities of both teachers and students and how can such practices be designed so that they support, rather than inhibit, the achievement of educational aims? CTE helps graduate students learn how to think about such questions and how to develop the specialized understanding and research skills needed to study and improve educational practice.CTE – Elementary Education
The Elementary Education specialization is designed for students interested in exploring and contributing to scholarship and teaching related to issues of pedagogy, curriculum design and implementation, school reform, equity, and equality as they relate to elementary schools, classrooms, and educators. This specialization aims to prepare scholars, practitioners, and leaders to address a range of important questions in the field of elementary education and elementary teacher education.
Stanford Graduate School of Education includes a number of faculty whose scholarship and teaching take place in elementary schools and who have an interest in, and enthusiasm for, cultivating scholars in the field of elementary education. CTE students collaborate closely with faculty on research, teaching, and the design of their graduate programs.
CTE students appreciate the myriad connections between elementary education and the full range of disciplinary specializations and research foci of GSE faculty. Students also make good use of the wider resources available at Stanford, routinely enrolling in courses across the university.
Admission depends on a combination of factors, including successful teaching or related experience, strong academic achievement, professional accomplishments, and the fit between student interests and background on the one hand and faculty availability and research areas on the other.
Affiliated faculty include (are not limited to): Ira Lit, Rebecca SilvermanCTE – History/Social Science Education
The program in History/Social Science Education is concerned with how young people make sense of both the past and their present in school and out-of-school settings. The program explores core issues of teaching and learning and engages the very nature of historical consciousness: What does it mean to live in a present suffused by the past? How can the skills of historical reasoning be leveraged to help us understand digital information that confronts us in the present? The program also explores online civic reasoning and how to help students and teachers prepare for a world in which the very idea of truth is under assault.
Taught well, history fosters tolerance for complexity and intolerance for simple answers. How can schools teach young people to discern reasoned interpretations from stances that seek to extinguish—not promote—critical judgment? What can educators do to cultivate historical reasoning and teach young people that there’s more to the past than just names and dates? Cutting-edge research shows that even elementary school children can learn to think historically, but such classrooms are rare. How can we design bold pedagogies and adventuresome curricula so that such classrooms become the rule, not the exception—for all students, not just the privileged?
New technologies offer a potential answer but one that has yet to be realized. Digital media allow 10-year-olds to enter online archives that a few years ago required flights across the country and layers of written consent. How can we mobilize such technologies so that students embrace the rich complexity of the documentary record? How can we prepare future teachers who can turn digital materials into programs for advancing students’ understanding? How do we develop curriculum that allows students to see through the falsehoods and deceptions that pervade the internet?
There are no formal prerequisites for admission to the program in History/Social Science Education. Experience in teaching history/social science is definitely asset and provides a useful entry point to many of these questions. But more important than any set of prior experiences is a boundless curiosity to understand how the past shapes understanding in the present and how we can learn more about designing effective educational programs. Many backgrounds prepare one for successful graduate study in this PhD concentration: teaching, filmmaking, web design, programming, and archival work are some of the many possibilities. Successful candidates will likely possess an academic background in one or more of the following areas: history, anthropology, geography, cognitive science, computer science, cultural studies, American Studies, philosophy, political science, psychology, or sociology.
For more information and examples of our latest research projects, please visit http://sheg.stanford.edu
Affiliated faculty: CTE – Literacy, Language, and English Education
The program in Literacy, Language, and English Education is designed for students interested in exploring and contributing to the research and scholarship on literacy learning and instruction from preschool through secondary school. Students in this area study linguistic, psychological, social, historical, and cultural issues related to oral and written language, as well as focus on the preparation of prospective teachers of literacy, language, and English language arts. The program seeks to produce scholars who provide intellectual leadership in the field and work at the intersection of theory and practice. Stanford GSE has multiple faculty who study facets of literacy.
Our students have often explored questions in one or more of the following domains:
Early literacy development
Adolescent literacy
Curriculum development
The teaching of reading and/or literature
The teaching of writing
Reading comprehension
Classroom discourse
Literacy theory
Literacy and language development for English language learners
Social, cultural, and critical dimensions of literacy learning
Teacher education
Teacher professional development
As part of their programs, students are encouraged to take courses in the English, linguistics, sociology, history, and psychology departments as well as in the Graduate School of Education. Each student’s program is individually designed, with the assistance of a faculty advisor, in light of the student’s background and interests.
Although there are no degree prerequisites for admission to the program in Literacy, Language, and English Education, many applicants have undergraduate degrees in English, literacy education, linguistics, anthropology, psychology, or other related areas. Admission depends on a combination of factors, including successful teaching experience, strong academic achievement, and professional accomplishments, as well as the fit among student interests, program offerings, and faculty availability and research areas.
Affiliated faculty:
• Antero Garcia
• Sarah Levine
• Ramón Antonio Martínez
• Rebecca Silverman
• Peter Williamson
CTE – Mathematics Education
The program in Mathematics Education provides opportunities to work with faculty who study mathematics teaching and learning, both within and outside CTE and Stanford GSE. Current research projects are addressing issues of equity, interactions between teaching and student learning, the impact of different mathematics teaching and curricular approaches, and lesson study (teacher professional development). Students can choose to take courses and work with faculty and students in the Department of Mathematics, School of Engineering, and other academic units outside the GSE. For those interested in teacher education and teacher professional development, there are opportunities to develop materials for pre-service and in-service mathematics teachers, and to work in the Stanford Teacher Education Program (single-subject mathematics and multiple-subject).
Students applying to this specialization will be expected to have worked in mathematics education as a teacher or other education professional, and to have an undergraduate degree in mathematics or another subject that informs analyses of mathematics teaching and learning. Admission depends on a combination of factors, including evidence of academic achievement, professional accomplishments, and fit between students’ interests and program offerings.
Affiliated faculty:
• Jo Boaler
• Hilda Borko
• Jennifer Marie Langer-Osuna
CTE – Science and Environmental Education
The program in Science and Environmental Education prepares students for teaching and research in a number of research areas. Research conducted in the program in Science Education includes teaching, teacher education, curriculum development, assessment, program evaluation, the informal learning of science, environmental literacy, and policy formulation. Classes offered include: Research in Science Education, Policy and Practice in Science Education, the Science Curriculum, Science Assessment and Evaluation, Science and Environmental Education in Informal Contexts, Learning in Science, and Theory and Practice of Environmental Education.
Recent science education research projects have focused on students’ attitudes towards science, argumentation in science education, the role of language and identity, exploring issues of access for STEM majors, formative and summative assessment with an emphasis on performance assessment of students, reading science for understanding, climate change and environmental behavior, and evaluation of programs that promote gender equity in science, mathematics, and engineering. For those interested in science teacher education and teacher professional development, there are opportunities to develop materials for pre-service and in-service teachers and to work in the Stanford Teacher Education Program (a master’s level program for students working for a secondary-school California teaching credential). In addition, Stanford is a leading site for research in science itself with many outreach programs for those interested in communicating science or working with scientists.
Science teaching experience in a classroom or an out-of-school setting is required for admission to the program. An undergraduate degree in a science field is also necessary, and graduate work in science is desirable.
Affiliated faculty:
• Bryan Brown
• Janet Carlson
• Victor R. Lee
CTE – Teacher Education
The Teacher Education specialization focuses on the study and improvement of teaching (across subject areas in elementary and secondary schools) and teacher education (throughout the career span). Students in this program are often interested in the relationship between the subject being taught and the particular pedagogical knowledge and skills needed to teach that subject effectively, and in effective ways of facilitating teacher learning of this body of knowledge and skills. They are concerned with the educational consequences of different approaches to teaching and the policies that shape teaching and teacher education. Many students build careers within institutions of higher education where teachers are prepared and where the practice of teaching can be studied and improved. The purpose of this specialization is to help students develop a framework for understanding teaching, research on teaching, and the implications of research for the improvement of teaching, teacher education, and policy. The program aims to prepare teacher educators and educators to understand and address the needs of students in culturally and linguistically diverse classrooms.
Affiliated faculty:
• Jo Boaler
• Hilda Borko
• Janet Carlson
• Antero Garcia
• Ira Lit
• Peter Williamson
Cross-area specialization – Learning Sciences and Technology Design
Students in the Learning Sciences and Technology Design (LSTD) program complete foundational research on learning and design innovative learning technologies. As a cross-area specialization, the LSTD program links its content to one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), or Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS).
Learn more at Learning Sciences and Technology Design (LSTD).Cross-area specialization – Race, Inequality, and Language in Education (RILE)
The cross-area specialization in Race, Inequality, and Language in Education (RILE) brings an interdisciplinary scholarly focus to the major factors that influence educational attainment, especially for underserved children. Students ground their RILE studies within the context of one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS).
Learn more at Race, Inequality, and Language in Education (RILE).
Qualifying Papers
The CTE doctoral qualifying paper (or QP) has two purposes: The first is to provide second year doctoral students with a direct experience in conceiving, designing, carrying out, and writing up an original piece of research before setting out on a dissertation. The second is to demonstrate that students are capable of undertaking a doctoral dissertation that meets the academic standards of this university. (See “GUIDELINES FOR CTE QUALIFYING PAPER” for more detailed information about the content and expectations for the QP.)
The qualifying paper (QP) should be a work of original research. The QP study addresses a research question by collecting and analyzing original data, primary materials, or by analyzing an existing data set. In structure, format, and length, the QP should be modeled on articles in a scholarly journal that the student, in consultation with the adviser, has identified as appropriate for the research undertaken.
Click here to login to the CTE Qualifying Paper Archive
Reading Lists
• Learning Theories Readings
• Curriculum Readings
• Readings on Teaching
• Teacher Education Learning to Teach Show more details...
CTE is designed to prepare scholars and practitioners to address a number of fundamental educational questions: What should be taught, to whom, for what ends? How can school programs be organized to optimize the educational development of students? What processes can be employed to enable teachers and policy makers to understand the strengths and weaknesses of schools?
CTE is based on the premise that schools are most likely to improve when those engaged in their improvement recognize the highly interactive nature of school processes. How science is taught, for example, is not independent of the time teachers spend planning their programs or how they believe their efforts will be evaluated. How school subjects are defined and the time allocated to them influence what students are able to learn. What options exist for the organization of the school curriculum? How do evaluation practices influence the priorities of both teachers and students and how can such practices be designed so that they support, rather than inhibit, the achievement of educational aims? CTE helps graduate students learn how to think about such questions and how to develop the specialized understanding and research skills needed to study and improve educational practice.CTE – Elementary Education
The Elementary Education specialization is designed for students interested in exploring and contributing to scholarship and teaching related to issues of pedagogy, curriculum design and implementation, school reform, equity, and equality as they relate to elementary schools, classrooms, and educators. This specialization aims to prepare scholars, practitioners, and leaders to address a range of important questions in the field of elementary education and elementary teacher education.
Stanford Graduate School of Education includes a number of faculty whose scholarship and teaching take place in elementary schools and who have an interest in, and enthusiasm for, cultivating scholars in the field of elementary education. CTE students collaborate closely with faculty on research, teaching, and the design of their graduate programs.
CTE students appreciate the myriad connections between elementary education and the full range of disciplinary specializations and research foci of GSE faculty. Students also make good use of the wider resources available at Stanford, routinely enrolling in courses across the university.
Admission depends on a combination of factors, including successful teaching or related experience, strong academic achievement, professional accomplishments, and the fit between student interests and background on the one hand and faculty availability and research areas on the other.
Affiliated faculty include (are not limited to): Ira Lit, Rebecca SilvermanCTE – History/Social Science Education
The program in History/Social Science Education is concerned with how young people make sense of both the past and their present in school and out-of-school settings. The program explores core issues of teaching and learning and engages the very nature of historical consciousness: What does it mean to live in a present suffused by the past? How can the skills of historical reasoning be leveraged to help us understand digital information that confronts us in the present? The program also explores online civic reasoning and how to help students and teachers prepare for a world in which the very idea of truth is under assault.
Taught well, history fosters tolerance for complexity and intolerance for simple answers. How can schools teach young people to discern reasoned interpretations from stances that seek to extinguish—not promote—critical judgment? What can educators do to cultivate historical reasoning and teach young people that there’s more to the past than just names and dates? Cutting-edge research shows that even elementary school children can learn to think historically, but such classrooms are rare. How can we design bold pedagogies and adventuresome curricula so that such classrooms become the rule, not the exception—for all students, not just the privileged?
New technologies offer a potential answer but one that has yet to be realized. Digital media allow 10-year-olds to enter online archives that a few years ago required flights across the country and layers of written consent. How can we mobilize such technologies so that students embrace the rich complexity of the documentary record? How can we prepare future teachers who can turn digital materials into programs for advancing students’ understanding? How do we develop curriculum that allows students to see through the falsehoods and deceptions that pervade the internet?
There are no formal prerequisites for admission to the program in History/Social Science Education. Experience in teaching history/social science is definitely asset and provides a useful entry point to many of these questions. But more important than any set of prior experiences is a boundless curiosity to understand how the past shapes understanding in the present and how we can learn more about designing effective educational programs. Many backgrounds prepare one for successful graduate study in this PhD concentration: teaching, filmmaking, web design, programming, and archival work are some of the many possibilities. Successful candidates will likely possess an academic background in one or more of the following areas: history, anthropology, geography, cognitive science, computer science, cultural studies, American Studies, philosophy, political science, psychology, or sociology.
For more information and examples of our latest research projects, please visit http://sheg.stanford.edu
Affiliated faculty: CTE – Literacy, Language, and English Education
The program in Literacy, Language, and English Education is designed for students interested in exploring and contributing to the research and scholarship on literacy learning and instruction from preschool through secondary school. Students in this area study linguistic, psychological, social, historical, and cultural issues related to oral and written language, as well as focus on the preparation of prospective teachers of literacy, language, and English language arts. The program seeks to produce scholars who provide intellectual leadership in the field and work at the intersection of theory and practice. Stanford GSE has multiple faculty who study facets of literacy.
Our students have often explored questions in one or more of the following domains:
Early literacy development
Adolescent literacy
Curriculum development
The teaching of reading and/or literature
The teaching of writing
Reading comprehension
Classroom discourse
Literacy theory
Literacy and language development for English language learners
Social, cultural, and critical dimensions of literacy learning
Teacher education
Teacher professional development
As part of their programs, students are encouraged to take courses in the English, linguistics, sociology, history, and psychology departments as well as in the Graduate School of Education. Each student’s program is individually designed, with the assistance of a faculty advisor, in light of the student’s background and interests.
Although there are no degree prerequisites for admission to the program in Literacy, Language, and English Education, many applicants have undergraduate degrees in English, literacy education, linguistics, anthropology, psychology, or other related areas. Admission depends on a combination of factors, including successful teaching experience, strong academic achievement, and professional accomplishments, as well as the fit among student interests, program offerings, and faculty availability and research areas.
Affiliated faculty:
• Antero Garcia
• Sarah Levine
• Ramón Antonio Martínez
• Rebecca Silverman
• Peter Williamson
CTE – Mathematics Education
The program in Mathematics Education provides opportunities to work with faculty who study mathematics teaching and learning, both within and outside CTE and Stanford GSE. Current research projects are addressing issues of equity, interactions between teaching and student learning, the impact of different mathematics teaching and curricular approaches, and lesson study (teacher professional development). Students can choose to take courses and work with faculty and students in the Department of Mathematics, School of Engineering, and other academic units outside the GSE. For those interested in teacher education and teacher professional development, there are opportunities to develop materials for pre-service and in-service mathematics teachers, and to work in the Stanford Teacher Education Program (single-subject mathematics and multiple-subject).
Students applying to this specialization will be expected to have worked in mathematics education as a teacher or other education professional, and to have an undergraduate degree in mathematics or another subject that informs analyses of mathematics teaching and learning. Admission depends on a combination of factors, including evidence of academic achievement, professional accomplishments, and fit between students’ interests and program offerings.
Affiliated faculty:
• Jo Boaler
• Hilda Borko
• Jennifer Marie Langer-Osuna
CTE – Science and Environmental Education
The program in Science and Environmental Education prepares students for teaching and research in a number of research areas. Research conducted in the program in Science Education includes teaching, teacher education, curriculum development, assessment, program evaluation, the informal learning of science, environmental literacy, and policy formulation. Classes offered include: Research in Science Education, Policy and Practice in Science Education, the Science Curriculum, Science Assessment and Evaluation, Science and Environmental Education in Informal Contexts, Learning in Science, and Theory and Practice of Environmental Education.
Recent science education research projects have focused on students’ attitudes towards science, argumentation in science education, the role of language and identity, exploring issues of access for STEM majors, formative and summative assessment with an emphasis on performance assessment of students, reading science for understanding, climate change and environmental behavior, and evaluation of programs that promote gender equity in science, mathematics, and engineering. For those interested in science teacher education and teacher professional development, there are opportunities to develop materials for pre-service and in-service teachers and to work in the Stanford Teacher Education Program (a master’s level program for students working for a secondary-school California teaching credential). In addition, Stanford is a leading site for research in science itself with many outreach programs for those interested in communicating science or working with scientists.
Science teaching experience in a classroom or an out-of-school setting is required for admission to the program. An undergraduate degree in a science field is also necessary, and graduate work in science is desirable.
Affiliated faculty:
• Bryan Brown
• Janet Carlson
• Victor R. Lee
CTE – Teacher Education
The Teacher Education specialization focuses on the study and improvement of teaching (across subject areas in elementary and secondary schools) and teacher education (throughout the career span). Students in this program are often interested in the relationship between the subject being taught and the particular pedagogical knowledge and skills needed to teach that subject effectively, and in effective ways of facilitating teacher learning of this body of knowledge and skills. They are concerned with the educational consequences of different approaches to teaching and the policies that shape teaching and teacher education. Many students build careers within institutions of higher education where teachers are prepared and where the practice of teaching can be studied and improved. The purpose of this specialization is to help students develop a framework for understanding teaching, research on teaching, and the implications of research for the improvement of teaching, teacher education, and policy. The program aims to prepare teacher educators and educators to understand and address the needs of students in culturally and linguistically diverse classrooms.
Affiliated faculty:
• Jo Boaler
• Hilda Borko
• Janet Carlson
• Antero Garcia
• Ira Lit
• Peter Williamson
Cross-area specialization – Learning Sciences and Technology Design
Students in the Learning Sciences and Technology Design (LSTD) program complete foundational research on learning and design innovative learning technologies. As a cross-area specialization, the LSTD program links its content to one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), or Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS).
Learn more at Learning Sciences and Technology Design (LSTD).Cross-area specialization – Race, Inequality, and Language in Education (RILE)
The cross-area specialization in Race, Inequality, and Language in Education (RILE) brings an interdisciplinary scholarly focus to the major factors that influence educational attainment, especially for underserved children. Students ground their RILE studies within the context of one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS).
Learn more at Race, Inequality, and Language in Education (RILE).
Qualifying Papers
The CTE doctoral qualifying paper (or QP) has two purposes: The first is to provide second year doctoral students with a direct experience in conceiving, designing, carrying out, and writing up an original piece of research before setting out on a dissertation. The second is to demonstrate that students are capable of undertaking a doctoral dissertation that meets the academic standards of this university. (See “GUIDELINES FOR CTE QUALIFYING PAPER” for more detailed information about the content and expectations for the QP.)
The qualifying paper (QP) should be a work of original research. The QP study addresses a research question by collecting and analyzing original data, primary materials, or by analyzing an existing data set. In structure, format, and length, the QP should be modeled on articles in a scholarly journal that the student, in consultation with the adviser, has identified as appropriate for the research undertaken.
Click here to login to the CTE Qualifying Paper Archive
Reading Lists
• Learning Theories Readings
• Curriculum Readings
• Readings on Teaching
• Teacher Education Learning to Teach Show more details...
via Edarabia
posted_at: 1 day agoschedule_type: Full-time
Job Summary
The Upper Division History Department is seeking a dynamic and experienced history teacher for grades 9-12. The successful candidate must be able to teach Atlantic World History and United States History. The candidate should also be interested in teaching nonWestern/Global History upper-level electives. Willingness to teach a variety of grades and subject areas is a must. Teaching... experience of three years is required and an advanced
Job Summary
The Upper Division History Department is seeking a dynamic and experienced history teacher for grades 9-12. The successful candidate must be able to teach Atlantic World History and United States History. The candidate should also be interested in teaching nonWestern/Global History upper-level electives. Willingness to teach a variety of grades and subject areas is a must. Teaching... experience of three years is required and an advanced history degree is strongly recommended.
Horace Mann School is a coeducational, college preparatory independent day school for students from Nursery through grade 12. The School seeks to stretch the imagination, intellect and insight of its students while developing the moral characteristics that impart identity and purpose. We recognize as our core values: the Life of the Mind, Mature Behavior, Mutual Respect, a Secure and Healthful Environment, and a Balance between Individual Achievement and a Caring Community. These core values guide our decision-making and govern the implementation of our curriculum and programs across all divisions of Horace Mann School. In addition to its campuses in Manhattan and the Bronx, NY, the School also owns and maintains the John Dorr Nature Laboratory, a comprehensive outdoor education facility on 304 largely wooded acres in Washington, CT. One of the nation’s 10 largest independent day schools, the School enrolls 1,786 students representing 148 zip codes, with 40% self-identified students of color. 15% of the students receive need-based Financial Aid. Twenty-two percent of School administrators, teachers and staff members identify as people of color. Over the past five years, the School has recorded a 97% annual retention rate for students and a 92% retention rate for all employees. The school’s recent $100 million bricks and mortar campaign has provided the Middle and Upper Divisions with newly constructed and renovated state of the art science and physical education facilities.
The Upper Division at Horace Mann School provides a demanding academic experience for more than 700 highly motivated, hard-working students. Combining rigorous courses in STEM fields with ambitious courses in the Humanities and Arts, the Upper Division curriculum allows students to build essential critical thinking skills, to delve deep into their areas of interest, and to become independent thinkers. Students and faculty take pleasure in intellectual pursuit and the understanding of their connections to the world around them. Through the school's extensive extracurricular programs, students work with faculty members to pursue their passion for service and social justice. The Upper Division is characterized by the purpose, energy, curiosity, and empathy of its students and faculty Show more details...
The Upper Division History Department is seeking a dynamic and experienced history teacher for grades 9-12. The successful candidate must be able to teach Atlantic World History and United States History. The candidate should also be interested in teaching nonWestern/Global History upper-level electives. Willingness to teach a variety of grades and subject areas is a must. Teaching... experience of three years is required and an advanced history degree is strongly recommended.
Horace Mann School is a coeducational, college preparatory independent day school for students from Nursery through grade 12. The School seeks to stretch the imagination, intellect and insight of its students while developing the moral characteristics that impart identity and purpose. We recognize as our core values: the Life of the Mind, Mature Behavior, Mutual Respect, a Secure and Healthful Environment, and a Balance between Individual Achievement and a Caring Community. These core values guide our decision-making and govern the implementation of our curriculum and programs across all divisions of Horace Mann School. In addition to its campuses in Manhattan and the Bronx, NY, the School also owns and maintains the John Dorr Nature Laboratory, a comprehensive outdoor education facility on 304 largely wooded acres in Washington, CT. One of the nation’s 10 largest independent day schools, the School enrolls 1,786 students representing 148 zip codes, with 40% self-identified students of color. 15% of the students receive need-based Financial Aid. Twenty-two percent of School administrators, teachers and staff members identify as people of color. Over the past five years, the School has recorded a 97% annual retention rate for students and a 92% retention rate for all employees. The school’s recent $100 million bricks and mortar campaign has provided the Middle and Upper Divisions with newly constructed and renovated state of the art science and physical education facilities.
The Upper Division at Horace Mann School provides a demanding academic experience for more than 700 highly motivated, hard-working students. Combining rigorous courses in STEM fields with ambitious courses in the Humanities and Arts, the Upper Division curriculum allows students to build essential critical thinking skills, to delve deep into their areas of interest, and to become independent thinkers. Students and faculty take pleasure in intellectual pursuit and the understanding of their connections to the world around them. Through the school's extensive extracurricular programs, students work with faculty members to pursue their passion for service and social justice. The Upper Division is characterized by the purpose, energy, curiosity, and empathy of its students and faculty Show more details...
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