English Department - Short- and Long-Term Faculty Coverage
Choate Rosemary Hall seeks to identify qualified candidates to be on-call for short-term and long-term coverage throughout the 2021-2022 school year in the English department. Candidates must have a minimum of three years of teaching experience and at least an undergraduate degree in their teaching field. Candidates must be able to demonstrate the ways in which inclusive and equitable practices inform their approach to instruction and course design. In addition, the ability to teach classes ranging from introductory to advanced is highly desirable. Experience teaching in an online context where classes are primarily synchronous is a plus, but not required.
Both short- and long-term faculty coverage will be paid by the class. Short-term is defined as any coverage up to two consecutive weeks (6 classes). Long-term is defined as any coverage over two consecutive weeks. Applicants should indicate their preference for being considered for short-term, long-term, or both in their cover letter. If you are interested in applying to more than one discipline, you must apply separately to each posting or email a request to Kathy White to copy your file into an additional discipline’s folder.
Applicants must be dynamic individuals who are passionate about their discipline, collaborative and innovative in their approach to teaching, and who embrace and support the diversity of our student body through their curriculum and pedagogy.
Choate is committed to a diverse faculty, staff, and student body. Candidates from underrepresented groups are encouraged to apply.
Teaching at Choate:
Choate Rosemary Hall is a coeducational, independent secondary school located in central Connecticut with 850 boarding and day students and over 300 employees. Choate serves intellectually gifted and motivated students of diverse backgrounds from across the globe whose commitment to serious study is enhanced in an academically challenging and personally supportive setting.
Choate provides students with transformative and meaningful experiences that instill lifelong habits of learning, leadership, and service, shaped by innovative and passionate educators. Teaching faculty at Choate are innovative, collaborative, and committed to our students' intellectual, social, emotional, and character development. Our faculty understands that each of our students has the potential for growth and works to encourage students to develop their own ideas and voices in learner-centered environments.
For its students and employees alike, Choate strives to be a diverse and inclusive community where all feel valued and embraced. On our campus, principled individuals from diverse backgrounds are united through common purpose, active engagement, and mutual respect. We celebrate difference and the richness of our varied backgrounds and experiences. Recognizing that living in an inclusive community can also present challenges we embrace those challenges through ongoing dialogue and interaction, enhancing empathy and appreciation for those whose perspectives differ from our own.
Choate also believes that great teachers are great role models both in and out of the classroom. Choate expects its faculty to embrace the ethos of a growth mindset throughout their careers by actively developing their abilities as teachers and mentors at a residential school. The School supports faculty growth throughout the year, both on and off campus, through a variety of opportunities.
Choate prohibits in all its programs, including hiring and employment practices, discrimination against or harassment of any member or group based upon age, gender, race, color, national origin, ancestry, religion, marital status, sexual orientation, disability, genetic information, gender identity or expression, veteran status, or any other category protected by Connecticut or federal law, except in the case of a bona fide occupational qualification.