Summer, PALS or (MS)2 Teacher - Math and Science

Andover Summer teachers are charged with ensuring that students in their classes have a challenging and academically rigorous summer experience, while also making learning incredibly fun. We see teaching in the summer as an opportunity for teachers to innovate and experiment; there is no strict curriculum to which teachers must adhere (outside of following the general guidance provided by the course description). Experiential, project-based, hands-on, authentic learning experiences are strongly encouraged, and teachers should be prepared to lead students through an intensive and highly engaging exploration of their chosen content. Each on-campus course meets for roughly 1½ hours each day, five days a week, including Saturdays, so Andover Summer teachers must be prepared for an intensive weekly schedule and should be prepared to document students’ mastery of course content and skills in an End-of-Summer narrative report. All Lower School and MS2 teachers will server as mentors to Teaching Assistants (college ager or first year graduate students). Upper School teachers might also serve as mentors.

Typically, teachers in our residential programs are hired to teach two courses, mentor, and house counsel as well as coach an afternoon activity. This job description covers the classroom teaching component of the role in depth, and shares details of the expectations for those assigned to serve as house counselors or coaches. 

Teachers are also expected to contribute to the life of the residential community by chaperoning, attending all-school meetings and events, and generally being an active part of our vibrant campus life.  

• Undergraduate degree required, master’s degree or Teaching Certificate preferred 
• Experience teaching grades 7-8 or 9-12 (more than 3 years of teaching experience preferred) 

• Demonstrated experience and success in a collaborative teaching environment
• Flexibility and adaptability in a fast-paced, dynamic environment requiring both the ability to take direction and the readiness to problem-solve
• Prior residential life experience strongly preferred
• Appreciation of the mission and culture of independent, residential, college-preparatory schools.
• Exceptional communication skills (speaking and writing)
• Exceptional interpersonal skills 
• Demonstrated commitment to anti-racism, diversity, equity, and inclusion