French Teacher

St. Mark's School seeks a skilled and creative French teacher to cover a family leave on a part-time basis for the first semester of the school year --- August 26 through December 20. The ideal candidate will have two or more years of experience teaching multiple levels of high school French. The School values flexible educators who possess an optimistic, growth-oriented mindset regarding learning, both for themselves and their students. They will be highly collaborative and committed to using communicative teaching strategies as well as inclusive, developmentally appropriate pedagogies for our community of diverse learners. Educators with these skills and the desire to contribute to a vibrant boarding school community through coaching, advising, and residential life are encouraged to apply.

As a French teacher, you will be a member of the Modern and Classical Languages department and report to the head of the department and the Assistant Head of School/ Dean of Faculty. We invite interested candidates to apply by completing an application on the St. Mark's School Employment page .

Required Skills and Abilities

• A degree in French or a related, interdisciplinary field is essential
• Native or near-native language skills in French and English
• Ability to teach French language and literature from Levels I - III
• Familiarity with contemporary research-backed best practices in language teaching, including concepts like comprehensible input, ACTFL proficiency standards, and language acquisition
• Enthusiasm for work with adolescent students in multiple contexts
• Outstanding task and time management skills with high attention to detail
• Strong leadership, collaboration, interpersonal, and communication skills
• Proficiency with computer applications such as Google Suite including Docs, Slides, and Sheets Preferred Qualifications
  • Two or more years of experience designing and delivering assessments and curriculum materials in French.
  • Native or near-native language skills in French and English.
  • Capable of working with beginning through advanced language learners and should have a facility with collaborative curriculum design and communicative teaching pedagogies
  • Experience in an educational setting, including familiarity with residential communities and the needs of adolescents
  • Success working with culturally diverse populations as well as a commitment to inclusive pedagogy
  • Commitment to continuous self-reflection and professional growth