Art Teacher Salary in Tulsa, OK

WHO WE ARE Holland Hall was established in 1922 and currently serves approximately 1,000 preschool through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes students of diverse racial, cultural, and religious backgrounds. THIS POSITION In the role of Primary School Spanish Teacher, you will provide Spanish language instruction and exposure to cultural experiences to all students in the Primary School, Early PreKindergarten through Third grade. You will plan, design, and implement the Spanish curriculum through integration with the grade level curriculum. You will also coordinate and plan lessons with the other Specials teachers in the Primary School. You will guide activities that provide foundational Spanish language skills. In addition, you will communicate with parents, colleagues, and administrators details surrounding the Spanish curriculum. As a community we have identified five Pillars of Excellence that distinguish our faculty and their work. WHO YOU ARE - Five Pillars of Excellence Mastery of Discipline and Child Development You demonstrate a deep understanding of child development as well as an appreciation of and respect for the age group in which you will be teaching. You effectively incorporate best practices grounded in mind, brain, and education science to identify and empower students to recognize strategies that improve learning outcomes. You are a proven expert in your field of teaching and you make use of feedback and pursue opportunities to learn and grow professionally. Curriculum Design and Instructional Methods You create a classroom culture that fosters psychological safety, student agency, and a sense of belonging. You bring an understanding of and a willingness to design and facilitate curriculum and classrooms that are student-centered. You design assignments and projects that foster curiosity through inquiry and problem solving. You incorporate discussions, resources, and real-world learning experiences that engage students with content that is relevant and culturally representative. You use formative assessments and provide timely, action-oriented feedback to monitor and support student growth and learning outcomes. You provide opportunities for students to self-assess and reflect on their learning in order to develop a growth-mindset. You embrace and leverage the use of technology to enhance student learning. Collegiality and Collaboration You have a willingness to share your knowledge, expertise, and experiences with others, helping both colleagues and students reach their goals. You find middle ground in relational interactions while honoring differences of perspectives, opinions, and values. You engage in purposeful work with others, sharing resources and responsibilities with colleagues to overcome obstacles and challenges. You actively create networks with colleagues, other schools, and professional organizations to continually grow your knowledge and demonstrate to others your commitment to lifelong learning. Communication You demonstrate active listening, always seeking to understand and appreciate new perspectives so that you can provide support and guidance to colleagues, students, and families. You communicate learning outcomes clearly, offering effective feedback such that your students are able to grow as learners in your classroom. You are responsive to families in a timely manner and share important details and information throughout the year. You are accessible and available to your colleagues and are able to communicate important information to all constituencies in order to contribute to a positive team approach. Professional Responsibilities You are committed to the reflective and active practice of personal and professional growth in areas of diversity, inclusion, and belonging that contributes to an affirming environment for students and colleagues. You are a reflective person who evaluates your instruction, assessment, and professional responsibilities and explores new ideas, research, and pedagogical practices that enhance the student experience. Your professional and personal conduct aligns with the mission and values of Holland Hall, especially in your relationships with students, colleagues, and parents. You act with integrity, care, and honesty and make wise decisions that are in the best interest of your students. You lead by example in your willingness to learn, challenge yourself, and take risks as you grow as a professional. You adhere to the expectations of the school with regards to punctuality, timeliness, dress, confidentiality while also embracing and contributing to the life of the school beyond your instructional role. When you meet Holland Hall teachers, you will observe that they are joyful in their work with children, they are adaptive as they work to support all members of our close knit community. Our faculty appreciate the values of the Episcopal tradition and are committed to creating an outstanding experience for all who are a part of the Holland Hall School. The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned. Qualifications Interested candidates must have a bachelor’s degree. Previous teaching experience with the target age is also desired. A master’s degree and independent school experience are preferred but not required. Special consideration will be given to exemplary candidates who can also support a significant extracurricular activity or coach a sport. Bachelor’s Degree in Spanish, Education with a Spanish concentration, or a related field. Teaching certification or credential in Spanish Language Education. Previous experience teaching Spanish at the elementary level is preferred. Proficiency in both Spanish and English, with excellent verbal and written communication skills. Working Conditions Work day from 7:45 to 3:45. Faculty often must prepare lesson plans and meet with parents/students well before and after the above mentioned times. Be able to occasionally lift up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Activities include walking, standing, bending, kneeling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual activity. While performing the duties of this job, the employee is exposed to outside weather conditions on a twice-daily basis for approximately thirty minutes at a time. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting.

WHO WE ARE Holland Hall was established in 1922 and currently serves approximately 1,000 PreK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts, college preparatory curriculum that promotes critical thinking and life-long learning. True to our Episcopal tradition, we seek to foster in each student a strong moral foundation and a deep sense of social responsibility in an open, ecumenical environment. Holland Hall graduates attend colleges and universities across the country, including some of the nation’s most selective institutions. The Holland Hall community welcomes students and faculty of diverse racial, cultural, and religious backgrounds. Job Summary: As the Upper School Academic Support Specialist, your primary role is to assist and support upper school students in their academic journeys. You will collaborate closely with teachers, students, and parents to ensure targeted academic growth and development for students.  Responsibilities Academic Support: Provide ongoing support as needed for students with LAPs and other students who are identified by teachers and parents as needing extra support. Be available to provide prescriptive one-on-one, small group support  to students as needed before, during, and after school. Identify learning challenges and recommend appropriate academic resources or interventions that can be included by teachers in their lessons and classes along with the support you provide to the student. Provide one-on-one and/or small group support/instruction for students in grades 9-12  Delivering strategy-based individual academic support to students with documented learning differences, including executive functioning skills, writing, reading comprehension, and problem-solving Learning Plans (LAPs): Analyze evaluative reports shared with school by parents Create a Learning Assistance Plan (using the HH Template) for each student with a report, to be shared first with parents, then with the teaching team. Ensure that stated accommodations are seen, understood, and supported by teachers. Monitor students’ needs and ensure that LAPs are updated as needed.  Facilitate team meetings each year as needed with parents and teaching teams to review LAP and student profiles. Communicate with parents about needed evaluations and supports. Provide information to teachers to understand students’ learning profiles; support teachers with observational data about students’ experience and performance in classes Parent Communication: Maintain open lines of communication with parents or guardians regarding student support needs, support provided, and progress made. Attend parent-teacher conferences and academic progress meetings as needed. Provide resources and guidance to parents on how to support their children's academic needs. Connect students and families with academic resources and support services when necessary. Be informed about what supports students are receiving to include in LAP. Communication and Collaboration: Attend Academic Concern Meetings and communicate with teachers about students who are receiving support, who demonstrate that they will need support, and share progress of both. Collaborate with the school counselor to actively support students  Share insights and recommendations with teachers for strategies to use in the classrooms to enhance student performance. Facilitate collaboration with the Director of Teaching and Learning and Branch Head for classroom strategy implementation.  Documentation and Reporting: Maintain documentation of supports provided to students and classes throughout the year. Prepare reports and updates for school administrators, teachers, and parents as requested. Ensure compliance with confidentiality and privacy regulations. Assessment: Use data from multiple sources (including standardized assessments) to confirm that we are addressing all students who may need support. Analyze data to identify trends and patterns in student learning. Facilitate data analysis with faculty teams to inform teaching and identify areas of strength and needed focus. Professional Development: Participate in ongoing training and professional development opportunities related to academic support. Collaborate with colleagues to share knowledge and experiences. Advisor: Serve as a grade level Advisor and participate in grade level planning and events throughout the school year. The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Interested candidates must have a Bachelor’s degree. Previous experience with the target age is also desired. A Master’s degree and independent school experience are preferred but not required. Special consideration will be given to exemplary candidates who can also support a significant extracurricular activity or coach a sport.  WORKING CONDITIONS The faculty work day is 7:45-3:45 with other duties as assigned outside this time frame. Work may include time indoors and outdoors.  Activities include walking, standing, bending, kneeling, lifting, talking, hearing and visually acuity.   Occasionally lift up to 30 pounds. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting.

Holland Hall was established in 1922 and currently serves approximately 1,000 PreK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts, college preparatory curriculum that promotes critical thinking and life-long learning. True to our Episcopal tradition, we seek to foster in each student a strong moral foundation and a deep sense of social responsibility in an open, ecumenical environment. Holland Hall graduates attend colleges and universities across the country, including some of the nation’s most selective institutions. The Holland Hall community welcomes students and faculty of diverse racial, cultural, and religious backgrounds. Job Overview: 4th-6th Grade Dean, PE/Athletics The 4th-6th Grade Dean is responsible for overseeing student behavior, attendance, and discipline. This role involves collaborating with various stakeholders, including teachers, students, parents, and administrators, to create a positive and supportive school environment conducive to learning and personal growth. In addition, this position includes teaching up to 3 sections of middle school physical education, coaching middle school sports, and assisting with athletic events. The ideal candidate will assume the role of Head Middle School Football coach and/or Game Manager for evening sports events.  Key Dean Responsibilities: Grade Level Team Meetings: Attend and actively participate in grade level team meetings to discuss student progress, concerns, and strategies for improving student outcomes and well-being. Collaborate with teachers to identify students who may require additional support or intervention and develop appropriate action plans. Attendance and Tardiness Monitoring: Monitor student attendance and tardies, identifying trends and patterns that may require intervention or support per the handbook. Communicate regularly with parents regarding their child's attendance and tardiness, providing guidance and support to improve punctuality and regular school attendance. Student Behavior: Oversee implementation of discipline processes that aligns with school policies and promotes a positive and respectful school culture. Establish and enforce behavioral expectations and guidelines to promote a safe and inclusive learning environment for all students. Provide guidance and support to students in managing their behavior, fostering self-discipline, and promoting positive social interactions. Coordinate disciplinary actions in collaboration with teachers, administrators, and support staff to ensure fair and consistent enforcement of school rules and consequences. Coordinate Lunch Demand with proctors, teachers, and students as well as follow through on communication when patterns develop. Parent Communication: Communicate with parents regarding their child's behavior, disciplinary issues, and any concerns related to their academic and social progress. Conduct parent meetings and conferences to discuss strategies for addressing behavioral challenges and fostering student success and well-being. Student Life: Attend regular meetings with the Student Life team to collaborate on school culture, student needs, parent communication, and overall school issues.  Key Physical Education Responsibilities: Teaching knowledge and skills in physical fitness, health education, rhythms and dance, and individual, dual, or team sports, utilizing course of study adopted by the Board of Education and other appropriate learning activities. Instructing pupils in citizenship and basic subject matter specified in state law and administrative regulations and procedures of the school. Working cooperatively with other physical education teachers in planning a balanced physical education program. Analyzing, demonstrating, and explaining basic skills, knowledge, and strategies of formal sports, games rhythms, and fundamentals of body movement. Providing individualized and small group instruction to adapt the curriculum to the needs of each pupil, to the extent feasible. Providing appropriate safety instruction and making safety checks on equipment and field areas to ensure the overall safety of pupils. Evaluating each pupil’s growth in physical skills, knowledge, and contribution in team sports. Identifying pupil needs and cooperating with other professional staff members in helping pupils solve health, attitude, and learning problems. Participating in faculty committees and the sponsorship of student activities. The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned. EDUCATION AND EXPERIENCE Bachelor’s degree in Physical Education or related field preferred. Previous coaching experience. Proven ability to work with children. EXPECTATIONS/REQUIREMENTS FOR SUCCESSFUL PERFORMANCE Ability to relate to kids while maintaining professionalism. Regular attendance is required for successful completion of job duties. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS Faculty are required to report by 7:45 am and the school day ends at 3:10 pm. Faculty often must prepare lesson plans and meet with parent/students well before and after the above-mentioned times. The time required to perform this job frequently extends to hours outside the school day, to include evening and weekends. Faculty must be present before or after the school day at departmental, team, or committee meetings as required.    Regularly sit, turn, bend, reach, walk, talk, hear and to visually intercept visitors. Be able to occasionally lift up to 60 pounds. Regularly uses close and distance vision. Work can be indoors in a temperature controlled, sealed office, studio, gymnasium or outdoors in all types of weather conditions. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting; however, temporary telecommuting arrangements may be approved for circumstances such as inclement weather, special projects, or business travel. These arrangements are approved on an as-needed basis only, with no expectation of ongoing continuance.

WHO WE ARE Holland Hall was established in 1922 and currently serves approximately 1,000 preK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes students of diverse racial, cultural, and religious backgrounds. THIS POSITION As a Literacy Specialist, you will play a pivotal role in supporting student reading development in the Primary School with some student support in the Middle School. This position is essential for providing targeted academic support to students facing challenges in reading. You will be instrumental in collaborating with our faculty to enrich reading instruction methodologies and implement effective intervention strategies. Additionally, you will act as a key resource in reading literacy for parents, teachers, and students. As a community we have identified five Pillars of Excellence that distinguish our faculty and their work. WHO YOU ARE - Five Pillars of Excellence Mastery of Discipline and Child Development You demonstrate a deep understanding of child development as well as an appreciation of and respect for the age group in which you will be teaching. You effectively incorporate best practices grounded in mind, brain, and education science to identify and empower students to recognize strategies that improve learning outcomes. You are a proven expert in your field of teaching and you make use of feedback and pursue opportunities to learn and grow professionally. Curriculum Design and Instructional Methods You create a classroom culture that fosters psychological safety, student agency, and a sense of belonging. You bring an understanding of and a willingness to design and facilitate curriculum and classrooms that are student-centered. You design assignments and projects that foster curiosity through inquiry and problem solving. You incorporate discussions, resources, and real-world learning experiences that engage students with content that is relevant and culturally representative. You use formative assessments and provide timely, action-oriented feedback to monitor and support student growth and learning outcomes. You provide opportunities for students to self-assess and reflect on their learning in order to develop a growth-mindset. You embrace and leverage the use of technology to enhance student learning. Collegiality and Collaboration You have a willingness to share your knowledge, expertise, and experiences with others, helping both colleagues and students reach their goals. You find middle ground in relational interactions while honoring differences of perspectives, opinions, and values. You engage in purposeful work with others, sharing resources and responsibilities with colleagues to overcome obstacles and challenges. You actively create networks with colleagues, other schools, and professional organizations to continually grow your knowledge and demonstrate to others your commitment to lifelong learning. Communication You demonstrate active listening, always seeking to understand and appreciate new perspectives so that you can provide support and guidance to colleagues, students, and families. You communicate learning outcomes clearly, offering effective feedback such that your students are able to grow as learners in your classroom. You are responsive to families in a timely manner and share important details and information throughout the year. You are accessible and available to your colleagues and are able to communicate important information to all constituencies in order to contribute to a positive team approach. Professional Responsibilities You are committed to the reflective and active practice of personal and professional growth in areas of diversity, inclusion, and belonging that contributes to an affirming environment for students and colleagues. You are a reflective person who evaluates your instruction, assessment, and professional responsibilities and explores new ideas, research, and pedagogical practices that enhance the student experience. Your professional and personal conduct aligns with the mission and values of Holland Hall, especially in your relationships with students, colleagues, and parents. You act with integrity, care, and honesty and make wise decisions that are in the best interest of your students. You lead by example in your willingness to learn, challenge yourself, and take risks as you grow as a professional. You adhere to the expectations of the school with regards to punctuality, timeliness, dress, confidentiality while also embracing and contributing to the life of the school beyond your instructional role. When you meet Holland Hall teachers, you will observe that they are joyful in their work with children, they are adaptive as they work to support all members of our close knit community. Our faculty appreciate the values of the Episcopal tradition and are committed to creating an outstanding experience for all who are a part of the Holland Hall School. Responsibilities of Literacy Specialist: Student Support and Remediation: Conduct detailed observations and assessments to develop tailored learning plans for students requiring academic support in reading. Identify learning challenges and recommend appropriate academic resources or interventions that can be included by the teachers in their lesson and classes along with the support you provide the student. Provide focused remediation to students, adapting strategies to meet diverse learning needs. Actively support students in both the Primary and Middle School buildings. Collaboration with Faculty: Work closely with faculty members to share best practices in reading instruction. Assist in developing and implementing intervention strategies to enhance reading proficiency across varying skill levels. Provide professional development and coaching to teachers for the integration of effective literacy practices in their instruction. Regularly communicate with teachers, providing updates on student progress and collaborating on support strategies. Support and coach implementation of the UFli curriculum in the Primary School.  Family Communication: Maintain open lines of communication with families regarding student support needs, support provided, and progress made. Attend parent-teacher conferences and academic progress meetings as needed. Provide resources and guidance to families on how to support their child’s academic needs. Connect students and families with academic resources and support services when necessary.  Assessment Administration: Administer a range of reading assessments and reading readiness screenings. Contribute to the admissions process by evaluating potential students' reading skills and providing insights to support admission decisions. Community Engagement: Serve as a go-to expert for reading literacy, offering guidance and resources to parents, students, and faculty. Organize and lead workshops or informational sessions to educate the school community about reading development and literacy strategies. School Participation: Actively participate in various school-wide committees, contributing to broader educational initiatives and the overall academic mission of the school. Engage in the broader school community by participating in the duty rotation schedule. This includes responsibilities such as supervising the car line, overseeing recess, and managing lunchroom duties, among other activities essential to the daily operation of the school. Master’s Degree in Reading, Literacy, Education, or a related field. Bachelor's Degree in Education or a related field.  A minimum of three years of teaching experience, preferably with a focus on reading and literacy. Experience in a literacy intervention role or as a reading coach is highly desirable. Demonstrated success in improving student literacy outcomes in previous roles. Skills: Strong knowledge of reading instruction methodologies and literacy development strategies. Ability to assess reading levels and design appropriate intervention plans. Excellent communication skills for effective collaboration with teachers, parents, and students. Familiarity with a variety of literacy assessment tools and data analysis. Proficient in using technology to enhance reading instruction and track student progress. Working Conditions Work day from 7:45 to 3:45. Faculty often must prepare lesson plans and meet with parents/students well before and after the above mentioned times. Be able to occasionally lift up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Activities include walking, standing, bending, kneeling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual activity. While performing the duties of this job, the employee is exposed to outside weather conditions on a twice-daily basis for approximately thirty minutes at a time. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting. The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned.

WHO WE ARE Holland Hall was established in 1922 and currently serves approximately 1,000 preK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes students of diverse racial, cultural, and religious backgrounds. Job Overview: Member of Educational Technology Department The Technology and LMS Integrationist plays a critical role in facilitating effective technology integration and enhancing the overall learning experience within the school community. By focusing on LMS support and technology integration and innovation, this role ensures that the educational technology initiatives align with the school's goals and contribute to the success of students and educators. Collaboration and communication with school administrators, teachers, students, and parents to understand and support their technology needs and concerns is an essential aspect of this role.  The school technology integrationist is responsible for assisting teaching faculty in enhancing curriculum by integrating technology into their instructional practices and curriculum. A continued effort to ensure that the Educational Technology Departmental competencies and skills for each grade level are incorporated into core curricula. This includes supporting the implementation and effective use of the learning management system (LMS) to enhance the overall educational experience for all constituents (faculty, students, and parents). To serve in this role requires that one be current with the latest advancements in educational technology and provide guidance to educators on best practices for integrating technology in the classroom. Reports to Assistant Head of School Works in the Educational Technology Department Responsibilities: Technology Integration and Instruction: Educational Technology Department Collaboration As a member of this department, assist with the ongoing design and application of curriculum competencies and skills. Work on integrating technology curriculum from PreK to 12th grade classrooms as part of a consistent scope and sequence. Instruction and Collaboration with Faculty Collaborate with faculty to develop technology-integrated lesson plans that align with the school curriculum and educational competencies and skills. Teach or Co-teach classes as needed with the technology. Offer guidance on the effective use of technology for instructional purposes. Design and conduct training sessions and workshops to help educators integrate technology tools into their teaching methodologies, including during new faculty orientation Serve as the lead teacher for a class or elective as needed in any given year. Guidance with Evaluation and Adoption of Technology  Identify, recommend and approve educational resources, digital tools, and applications that can enhance the learning experience and support the curricular competencies and skills. Assist in the adoption and integration of educational software and applications. Stay current, evaluate and inform on emerging technologies that can improve student outcome and skills. LMS Training, Implementation and Support: Oversee and lead the implementation and configuration of the LMS to meet the specific needs of the school. Work closely with the Academic Leadership Team to identify these needs. Troubleshoot and resolve technology integration challenges in collaboration with the IT team. Provide training and technical support to faculty and staff on how to effectively utilize the LMS for course management and online learning activities. Provide technical support and training as needed to students and parents. Training Materials Development: Create user guides, tutorials, and other training materials to support educators in utilizing technology tools and the LMS effectively. Develop resources for students and parents to navigate the LMS.   The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Qualifications Interested candidates must have a bachelor’s degree. Previous experience in a K-12 school setting is preferred. Experience with a learning management system(LMS), Google Workspace and Apple products is required.  Experience with Schoology is a plus.  Candidates must have the ability to communicate effectively with all community constituents including faculty, students, and parents.   Working Conditions Work day from 7:45 to 3:45 p.m. The time required to perform this job may extend to hours outside department hours to include evenings and occasionally weekends. Be able to occasionally lift up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Activities include walking, standing, bending, kneeling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual activity. The work is performed primarily indoors. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting; however, temporary telecommuting arrangements may be approved for circumstances such as inclement weather or special projects. These arrangements are approved on an as-needed basis only, with no expectation of ongoing continuance.

WHO WE ARE Holland Hall was established in 1922 and currently serves approximately 1,000 preK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes students of diverse racial, cultural, and religious backgrounds. THIS POSITION In the role of 4th Grade Social Studies/Writing teacher, you will teach 4 sections, serve as an Advisor, and teach Homeroom Language Arts one period every other day. You will contribute to supervision duties and contribute to the planning of various grade level programs throughout the year  In addition, our faculty involve themselves in the life of the school outside of the classroom by sponsoring clubs, coaching sports, attending events, and finding other ways to contribute. You will work collaboratively with Grade Level Teams and with the Social Studies Department, as well as with the Middle School Team. As a community we have identified five Pillars of Excellence that distinguish our faculty and their work. WHO YOU ARE - Five Pillars of Excellence Mastery of Discipline and Child Development You demonstrate a deep understanding of child development as well as an appreciation of and respect for the age group in which you will be teaching. You effectively incorporate best practices grounded in mind, brain, and education science to identify and empower students to recognize strategies that improve learning outcomes. You are a proven expert in your field of teaching and you make use of feedback and pursue opportunities to learn and grow professionally. Curriculum Design and Instructional Methods You create a classroom culture that fosters psychological safety, student agency, and a sense of belonging. You bring an understanding of and a willingness to design and facilitate curriculum and classrooms that are student-centered. You design assignments and projects that foster curiosity through inquiry and problem solving. You incorporate discussions, resources, and real-world learning experiences that engage students with content that is relevant and culturally representative. You use formative assessments and provide timely, action-oriented feedback to monitor and support student growth and learning outcomes. You provide opportunities for students to self-assess and reflect on their learning in order to develop a growth-mindset. You embrace and leverage the use of technology to enhance student learning. Collegiality and Collaboration You have a willingness to share your knowledge, expertise, and experiences with others, helping both colleagues and students reach their goals. You find middle ground in relational interactions while honoring differences of perspectives, opinions, and values. You engage in purposeful work with others, sharing resources and responsibilities with colleagues to overcome obstacles and challenges. You actively create networks with colleagues, other schools, and professional organizations to continually grow your knowledge and demonstrate to others your commitment to lifelong learning. Communication You demonstrate active listening, always seeking to understand and appreciate new perspectives so that you can provide support and guidance to colleagues, students, and families. You communicate learning outcomes clearly, offering effective feedback such that your students are able to grow as learners in your classroom. You are responsive to families in a timely manner and share important details and information throughout the year. You are accessible and available to your colleagues and are able to communicate important information to all constituencies in order to contribute to a positive team approach. Professional Responsibilities You are committed to the reflective and active practice of personal and professional growth in areas of diversity, inclusion, and belonging that contributes to an affirming environment for students and colleagues. You are a reflective person who evaluates your instruction, assessment, and professional responsibilities and explores new ideas, research, and pedagogical practices that enhance the student experience. Your professional and personal conduct aligns with the mission and values of Holland Hall, especially in your relationships with students, colleagues, and parents. You act with integrity, care, and honesty and make wise decisions that are in the best interest of your students. You lead by example in your willingness to learn, challenge yourself, and take risks as you grow as a professional. You adhere to the expectations of the school with regards to punctuality, timeliness, dress, confidentiality while also embracing and contributing to the life of the school beyond your instructional role. When you meet Holland Hall teachers, you will observe that they are joyful in their work with children, they are adaptive as they work to support all members of our close knit community. Our faculty appreciate the values of the Episcopal tradition and are committed to creating an outstanding experience for all who are a part of the Holland Hall School. The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned. Interested candidates must have a bachelor’s degree. Previous teaching experience with the target age is also desired. A master’s degree and independent school experience are preferred but not required. Special consideration will be given to exemplary candidates who can also support a significant extracurricular activity or coach a sport. Working Conditions Work day from 7:45 to 3:45. Faculty often must prepare lesson plans and meet with parents/students well before and after the above mentioned times. Be able to occasionally lift up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Activities include walking, standing, bending, kneeling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual activity. While performing the duties of this job, the employee is exposed to outside weather conditions on a twice-daily basis for approximately thirty minutes at a time. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting.

WHO WE ARE Holland Hall was established in 1922 and currently serves approximately 1,000 preK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes students and faculty of diverse racial, cultural, and religious backgrounds. WHO YOU ARE - Someone who strives for and seeks opportunities to grow in the following areas. Communicate with Positive Intent: Communities built on trust, care, and communication with positive intent create a healthy and supportive learning environment for faculty, students, and families. Engagement in Professional Growth: Educators who engage in professional learning and employ practices of self-reflection model lifelong learning and strive to create the conditions for each student’s success.  Build Collaborative Communities: Communities built on trust, care, collaboration, and high expectations connect and empower students, faculty, and families.  Design for Student Success: Teaching that creates a strong sense of belonging and incorporates best practices grounded in mind, brain, and education science empowers students to recognize strategies that improve learning outcomes.  As a community these four Educator Competencies distinguish our faculty, their work, and engagement in professional learning as lifelong learners.  THIS POSITION  The Director of College Counselor position reports to the Head of Upper School and serves as the leader of a four-member college guidance team consisting of the director, two college counselors, and an administrative assistant who also serves as Registrar. Upper School classes are divided alphabetically and each counselor has responsibility for approximately 30 students per grade. Counselors are committed to providing exceptional support and service to students and their families in the college search, application, and enrollment process. Counselors hold conferences with students and parents at various times throughout the year and co-teach a 10th grade quarter-long seminar class and an 11th grade college seminar class each spring semester. They advocate for each student in a college letter of recommendation. The counselors visit college/university campuses and participate in college-sponsored campus tours and programs. Each counselor should maintain a strong commitment to professional and leadership development. On campus, they are expected to participate in the activities of the Upper School during and after school hours, including some weekends. DIRECTOR DUTIES Leads and manages the College Counseling office  Establishes and maintains positive and constructive relationships with college admission offices on behalf of the School and the students Researches, understands, and applies current trends in college admission Represents College Counseling and the School at various school and civic events Counsels students and families to help guide them through the research, self-assessment, and the application process Oversees the updating, redesigning, and publishing of the annual School Profile Has institutional oversight of submitting school materials in support of students Oversees standardized testing offered by the School (PSAT, SAT, PreACT, ACT) and supervises a testing coordinator Coordinates the 10th and 11th grade PSAT test each fall and the ACT test for 11th grade each spring Provides oversight of the SCOIR database and provides training for students and faculty in its use Provides regular and effective communication with families, including various meetings throughout the school year on the topic of college admissions  Oversees and presents workshops and meetings for parents, students, and faculty Visits college and university campuses regularly and fostering relationships on behalf of the School Participates in professional organizations regionally and nationally and seeks out leadership rolls Takes advantage of varied professional development opportunities Participates in the life of the School and serves on various faculty/administrative committees including the Department Heads Committee and Student Support Team Invites and secures visiting college leadership for the School’s Annual College Forum and coordinates the College Forum event Finalizes the college office calendar for each year Manages SCOIR for the School Manages NCAA for the School Helps lead/coordinate commencement rehearsal each spring Coordinates FAFSA information nights and FAFSA workshop events Collaborates with administration regarding school initiatives with a mind toward creating innovative programs that develop unique skills in our students and distinguish them during the application process The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned.   QUALIFICATIONS Interested candidates must have a Bachelor's degree. A Master’s is strongly preferred. A minimum of 5 years previous experience in college admissions or independent school college counseling is highly preferred. Preference will be given to applicants with a working knowledge of SCOIR, a college application management software, along with those possessing a broad knowledge of programs and requirements at a wide range of colleges and universities. Qualified candidates should have exceptional organization and communication skills, along with the ability to handle numerous projects and interruptions. An established professional network among the college admission and college counseling community is highly desirable. As the school is implementing competency based learning practices, with an emphasis on mastery learning, a candidate with experience in these areas will be given preference.  Working Conditions Work may include time indoors and outdoors.   Work will include moderate travel by car and by air (professional conferences, college visits, local receptions/workshops). Activities include walking, standing, bending, kneeling, lifting, talking, hearing and visually acuity.   Occasionally lift up to 30 pounds. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting. When you meet Holland Hall teachers, you will observe that they are joyful in their work with children, they are adaptive as they work to support all members of our close knit community. Our faculty appreciate the values of the Episcopal tradition and are committed to creating an outstanding experience for all who are a part of the Holland Hall School.