Whitby is looking for dedicated and caring individuals who have experience with children to work as substitute teachers.
Experienced candidates should hold a degree. Experience or knowledge of Montessori education and/or International Baccalaureate is highly desirable; all positions require team teaching and strong collaborative skills.
Some of the areas for substitute teaching include:
- Infant-Toddler Teachers (Ages 18 months to 3 years)
- Early Childhood Teachers (Ages 3-5 years)
- Elementary Teachers (Ages 6-10)
- Middle School Teachers (Grades 5-8)
- Learning Specialists (Special Education, Math Specialists, Gifted and Talented)
- Special Area Teachers (Art, Music, Drama, Foreign Language, and Physical Education
APPLY HERE.
Whitby School is a community of educators dedicated to helping students develop a passion for learning while empowering them to become open-minded, principled citizens in a global community. Whitby’s staff and faculty are passionate about teaching because we ourselves are passionate about learning.
SUMMARY OF POSITION:
Whitby School seeks an experienced, innovative Learning Support teacher to join our dynamic and collaborative faculty. This is an exciting opportunity for a professional learner to contribute to the Whitby School Vision and Mission through a commitment to Whitby students, colleagues, and the community.
The Learning Support teacher is an integral member of the SAIL Department, specifically tasked with providing targeted early intervention in literacy. The Learning Support teacher is expected to provide effective and consistent learning support across the identified grades in accordance with the Special Assistance In Learning (SAIL) handbook. He/ she will work collaboratively with all members of the teaching team to identify students with support needs. The Learning Support teacher will teach individual students and/or small groups of students using appropriate and motivating materials. Student contact is based on need and is either push-in or pull-out as per the SAIL referral process and Learning Support Handbook. In addition, the Learning Support Teacher will...
- Guide and support teachers as they follow the protocols and recommendations of the SAIL handbook.
- Assist classroom and single-subject teachers in implementing accommodations and modifications in work tasks to better match the needs of all learners.
- Assess students formally and informally, including classroom observations, which results in assessment reports, circulation of relevant findings, meetings with parents and teachers, designing of Learning Support Plans (LSPs), and monitoring further recommendations.
- Provide ongoing and timely feedback (academic progress, social/personal, etc.) to individual students.
- Collaborate as part of the Child Study Team meeting to discuss students and review the quality of the services offered at Whitby.
- Confer with all parties to model and support differentiation in the classroom.
- Where necessary, work with teachers to create an instructional plan for any identified student.
- Communicate with other professionals such as speech therapists, psychologists, and occupational therapists.
- Provide a point of contact for teachers to discuss students with learning challenges.
- Provide regular opportunities to liaise with parents and class teachers to discuss student progress.
- Establish and maintain positive relationships with students and parents.
- Proactively collaborate with colleagues.
- Respect the confidentiality of all school data and student information.
- Attend faculty, in-service, grade level, and department meetings.
REQUIREMENTS:
- Must have a Master’s Degree in literacy, special education, or a closely related field from an accredited institution
- Minimum of 2 years experience working in the area of learning support or a related field
- Experience with formal and informal reading and writing assessments
- Minimum of 2 years experience working with K – 5 grade students
- Thorough understanding of the current research in early literacy instruction and intervention
- Meets all local or state health requirements
APPLY:
Please submit a resume to LWeiss2@whitbyschool.org.
We're a community of educators dedicated to helping students develop a passion for learning while empowering them to become open-minded, principled citizens in a global community. Whitby’s staff and faculty are passionate about teaching because we are passionate about learning ourselves.
SUMMARY OF POSITION:
Our Lower School seeks an experienced, innovative classroom teacher to join our dynamic and collaborative faculty in the Lower School. This is an exciting opportunity for a professional learner to contribute to the Whitby School Vision and Mission through your commitment to our students, your colleagues and our community.
We are seeking a candidate excited to work as a classroom teacher in both the first and second grade classrooms. A candidate with a passion for teaching mathematics is preferred. The teacher will share responsibility with co-teachers in each classroom. The successful candidate will exhibit the highest standards of professionalism. Knowledge and experience of the International Baccalaureate Primary Years Program would be a distinct advantage.
QUALIFICATIONS:
- Embracing and fulfilling Whitby’s mission statement
- Has a minimum of a Bachelor’s degree in elementary education from an accredited college/university
- Has a minimum of three years of teaching experience
- Willingness to engage in professional development both inside and outside of the regular teacher calendar Excellent work ethic and strong communication skills
- Satisfactory completion of pre-employment background check
- Preferred IBPYP experience
APPLY HERE.
Whitby School is a community of educators dedicated to helping students develop a passion for learning while empowering them to become open-minded, principled citizens in a global community. Whitby’s staff and faculty are passionate about teaching because we are passionate about learning.
Whitby, a coeducational N-8 school in Greenwich, CT, seeks an experienced and dynamic Leave Replacement for our grade 3 classroom, beginning August 2023. Grades 1 through 8 at Whitby are framed by the International Baccalaureate program, while the Toddler through Kindergarten program is Montessori. The 3rd grade role is a co-teaching role; the leave replacement individual will be collaborating and teaching with another Whitby teacher in the classroom.
Position: Lower Elementary Grade 3 – Maternity Leave Replacement
School Section: Lower School
Dates Effective: August 20
Reports to: Head of Lower School
QUALIFICATIONS:
- Embracing and fulfilling Whitby's mission statement
- Minimum of BA college degree from an accredited college/university
- Demonstrated teaching expertise and experience with Lower School, preferably grade 3
- Excellent work ethic and strong communication skills
- Satisfactory completion of a pre-employment background check.
APPLY HERE.
POSITION: School Counselor
DIVISION(S): Lower and Middle School
REPORTS TO: Head of School
QUALIFICATIONS:
- Holds a Master's Degree in psychology, and/or a related field
- Successful counseling experience in elementary and/or middle-level schools
- Committed to restorative practices
- Knowledge of the Montessori and IB philosophy preferred
- Satisfactory completion of a pre-employment background check
- Meets any local or state health requirements
SUMMARY:
The School Counselor provides a critical layer of support to assist students, faculty and staff, and the parent community in fulfilling the school’s mission, focusing on wellness, social-emotional well-being, and coping with social, behavioral, and personal problems.
The School Counselor responds to student issues identified by teachers, learning support, and administrators by observing, assessing, and recommending suitable intervention and counseling. Preventive and developmental counseling is emphasized to provide students with the life skills needed to enhance personal, social, emotional, and academic growth. The Counselor closely collaborates with Learning Specialists, teachers and leadership and maintains an ongoing dialogue with parents. The Counselor has a critical role in overseeing and implementing the advisory program and the life skills curriculum.
OVERALL RESPONSIBILITIES:
Preventive and Responsive Services
- Responds to concerns by teachers and administrators that individual students may be exhibiting social, behavioral, or personal issues that impact on students’ academic performance and social relations within classes or any school activities.
- Observes individual students and assesses signs of behavior to determine whether issues can be ameliorated by teacher intervention in class, and/or by the counselor direct counseling of the individual.
- Consults and collaborates weekly with S.A.I.L. Learning Specialists to ascertain whether specific students' behavioral issues identified by teachers may either result from or impact on student learning difficulties being addressed by S.A.I.L.
- Consults with S.A.I.L. on their interpretation of academic and testing reports that may impact on student behavior.
- Develops and drafts a proposed plan of intervention either in class by teachers and/or in counselor’s direct counseling.
- Collaborates with teachers, S.A.I.L., and administrators as warranted to alert parents or guardians to students' social, behavioral, or personal issues.
- Confers effectively with parents or guardians on the counselor’s proposed intervention plan.
- Monitors intervention activities to record progress or lack of, which may merit a recommendation to parents or referral to therapeutic professionals outside of Whitby. Maintains an effective follow-up dialogue with outside therapists.
- Alerts parents/guardians to community resources available to address a student's issues.
- Responds to students, teachers, and parents who request to meet with the counselor to discuss personal, social, or academic concerns.
- Develops curriculum and coordinates a Life Skills course for all students in grades 5-8 to assist students in their personal, social, emotional, and academic growth.
Counseling
- Applies accepted assessment procedures for determining and structuring individual and group counseling services.
- Uses accepted theories and effective techniques to provide individual developmental, preventive, remedial, and/or crisis counseling. Provide crisis intervention to students when difficult situations occur at school.
- Provides counseling to individuals and/or in small groups on identified issues or in preventive intervention with emphasis on those students identified as most at risk.
- Tailors counseling to address specific needs for social skills, stress and anger management, conflict resolution, bullying or transition out of Whitby.
System Support & Accountability
- Informs teachers and administrators of Whitby behavioral counseling services and provides Guidelines for Teacher-Counselor Collaboration on Behavioral Issues.
- Assists teachers, parents/guardians and S.A.I.L. in interpreting and understanding student behavioral reports. Conducts a yearly program audit to review extent of program implementation and results.
- Maintains the confidentiality of student assessments.
GENERAL RESPONSIBILITIES:
- Prepares goals and objectives annually and participates in staff evaluation; secures the resources necessary to support the development of individual professional development goals.
- Actively engages in professional development activities in collaboration with other members of the staff and on an individual basis. Professional development opportunities include attendance at workshops, conferences, class observations, peer dialogue, graduate-level courses, professional reading, and school visits.
- Participates in accreditation committees, faculty and Board committees, school projects, special programs and strategic planning as requested by the Head of the School.
APPLY HERE.
Division: All School
EDUCATION
- Holds an appropriate college or university qualification from an accredited institution. The teacher is responsible for filing appropriate documentation with Human Resources.
EXPERIENCE
- Demonstrates successful experience as an EAL teacher; a minimum of four years of teaching experience preferred
- Teaching in IB programs
- Leading staff development
- Collaborating and coordinating with classroom teachers, specialist teachers, and section heads
SUMMARY OF POSITION
The Language Development Coordinator will develop and implement the curriculum for English as an Additional Language program, in addition to coordinating the whole school EAL program. They will communicate with teachers and parents regarding the proficiency level and progress of EAL students. They will work collaboratively with classroom and specialist teachers across the school as well as with EAL parents to support the social, emotional, and academic needs of the EAL students. They will deliver professional development for faculty regarding the linguistic needs and acculturation process of international students and English as an additional language learners. They will work with the Admissions department to assess applicants’ English language proficiency and will work with the Section Heads to place students with the appropriate level of support.
The Language Development Coordinator will also assist the Head of Lower School in the analysis of and response to standardized and internally designed, curriculum-based reading and writing assessments and coordinate the documentation and monitoring of growth in language development. They will work closely with classroom teachers, the curriculum coordinator, and specialist teachers to identify students in need of language support but not necessarily with diagnosed learning disabilities and coordinate a support plan through targeted differentiation by classroom teachers or auxiliary support such as Writing Labs.
RESPONSIBILITIES
- Fulfill responsibilities/duties of EAL teacher as described in the EAL duty statement including the coordination of EAL with teachers and other coordinators
- In collaboration with teachers and other coordinators:
- review and revision of writing assessments in Lower School
- Internal Writing Assessment-review of the assessment and process)
- collect evidence of learning and monitor student development in written language
- review, organization, documentation, and monitoring of reading assessment of fluency and comprehension skills for K through 5
- reconcile our reading assessment program with research from Science of Reading (bring DIBELS out of SAIL)
- coordinate the use of assessment data to monitor learning growth and inform curriculum development
- coordinate the identification of Lower School students in need of Writing Lab support
- review and revision of writing assessments in Lower School
- Pursue professional development in support of the above responsibilities
