Teacher, English & Head of Grade 10, Senior School

Teacher, English & Head of Grade 10, Senior School

Teacher, English & Head of Grade 10, Senior School

Exciting Opportunity for an Extraordinary Teacher

Full-Time, Continuing Contract 


Crofton House School offers a girl-centred learning environment for students from Junior Kindergarten to Grade 12. Here, students are motivated to strive for their best selves, embracing academic challenge and diverse experiences, guided by staff who know them and believe in them.

Bound by our belief in the power of girl-centred education, Crofton House School fosters a strong sense of community among educators, staff, students from Junior Kindergarten to Grade 12, and families. Here, everyone can contribute to the strength of our school– including you. 

We offer extensive professional development opportunities, competitive compensation and a comprehensive benefits package. Our 10-acre campus provides modern facilities, as well as beautiful outdoor spaces and a daily connection to nature. 

English Teacher:

The English Department at Crofton House School is distinguished by extraordinary teachers who provide a collaborative, inquiry-based, and student-centred approach to teaching. Through the Crofton House School educational program, students develop critical thinking, creative thinking, and problem-solving skills. The teaching facilities are well equipped and offer bright and technology-rich learning environments. 

As an experienced, skilled, and innovative teacher of English, you inspire students. You are actively engaged in planning, implementing and assessing student learning. You are confident in curriculum development and demonstrate an approach to teaching that is reflective of the way in which girls learn. You optimize the resources available to you. You support all learners with diverse strategies and approaches and bring innovative solutions to learning challenges experienced by students. Your classes are student-centred and dynamic. Students, members of your department, colleagues and parents describe you as approachable, available, knowledgeable, genuine and supportive. You are energized by what you do. You understand the importance of parents as partners in their daughter’s education by maintaining open and collaborative relationships with the parent community. As a lifelong learner, you demonstrate a commitment to actively seeking professional development, to continuously reflect on your practice and to collaborating with your colleagues to maximise student learning. You participate actively in the life of the school.

Head of Grade:

Collectively, there are five individuals identified as ‘Head of Grade’ (HoG).  In collaboration with the Assistant Directors,  each Head of Grade develops and refines the scope and sequence of the Ivy Compass program (north quadrant) for all grades. Within a grade, the Head of Grade supports and provides direction to grade-specific advisors to ensure a relatively consistent learning experience in advisory while monitoring the general tone and well-being of the students in the grade as a whole. The Head of Grade is seen as a ‘go-to’ person for the interests and needs of the grade and someone who will support students and families within low-level interventions. They are also best placed to direct students to the more specific support networks within the school. These individuals will be seen as leaders in the Senior School and, in that capacity, demonstrate a willingness to ‘step up’ when leadership is required. 

Heads of Grade are the knowledge center for the needs and interests of a specific grade and remain at the same grade level as the grade cohort moves ahead in order to evaluate and continue to develop a grade-specific program. In this manner, Heads of Grade are able to provide guidance through their experience and knowledge to Advisors as they move into a new grade each year. 

Heads of Grade timetables include the equivalent of 2 teaching sections = 0.4FTE for this role. They are also supported with professional development opportunities specific to developing their knowledge and skills in this area. During this time, Heads of Grade are available to the group to plan and coordinate learning, meet with students, and to support each other in being successful in this role. HoG’s will be responsible for carrying out co-curricular responsibilities in addition to this role. 

Pastoral Leadership:

Work in partnership with colleagues, counsellors, administration, and parents in fulfilling the school’s strategic plan
Work collaboratively with all Heads of Grade and administration to continually build and enhance the Senior School advisory program
Leading the team of advisors in their grade, meeting with them regularly and supporting and mentoring them in their role 
Overseeing the pastoral care of students in their grade. This includes  analysing trends through the online information system and contributing as required to the annual report on welfare and wellbeing
Overseeing grade attendance and punctuality, academic progress and low-level discipline matters, working closely with advisors to address any emerging concerns through appropriate interventions
Being accessible to all students and providing support to  individual students with  academics and with behavioural, family, or social challenges as appropriate 
Being accessible to parents by telephone, email or appointments as appropriate
Gathering information on students where relevant, subject to confidentiality, to ensure that information pertinent to their welfare and necessary to the school’s relationship with families is known to the members of staff who need to know 
Leading individual meetings with both parents and students as needed and in partnership with the advisor or other appropriate member of the pastoral team
Contributing to the team-based approach to pastoral care by working closely and meeting regularly with Advisors, Pastoral Care Coordinator, Assistant Director, Learning Strategist and Personal Counsellors to support the needs of students in their grade 
Work in collaboration with the Director and Assistant Directors on grade-wide issues such as discipline, attendance, engagement and attend regular meetings
Keeping appropriate records of all meetings with parents, students and staff through actively utilising and supporting the use of CPOMS
Developing support strategies for individuals upon ‘return’ from disciplinary infractions. 
Practising and modeling the Restorative Justice philosophy in pastoral care and programming
Supporting students who join ‘out-of-year’ admissions or who need late entry support, working closely with Admissions (in collaboration with New Teacher Student Liaison). 
Monitoring, reviewing and editing reports (Jan & June), including Advisor’s Comments and Student’s Self Reflections for their grade
Providing  course selection support to ensure all  students have appropriate courses for the  upcoming year
Lead and facilitate the HoG Presentation at Curriculum Night, Parent Course Selection & Planning Evening and an additional presentation for parents given the trends and patterns within the grade (approximately 3)
Leading in the relevant section of the TPGP process for their respective advisors through mentorship and coaching
Modelling, fostering and facilitating professional development within the team of Advisors
Leading grade-wide assemblies 
Coordinating student value recognition/awards as relevant for their grade

Advisory Programme:

Leading the development and evaluation of the grade specific advisory programme scope and sequence in collaboration with the Coordinators (Pastoral Care, Ivy and Learning Strategies)
Working with the Coordinator, Student Well-being & SEL to develop and lead grade specific parent information sessions on a regular basis
Participating and supporting the IVY programming in Outdoor Education Excursions for their grade
Organize, prepare, chair and document meetings of your grade advisor team 
Provide mentorship, training, and support to your grade level advisors
Seeking student feedback on advisory programming and developing opportunities for student leadership within advisory planning and delivery
Overseeing and ensuring consistent quality in the delivery of the advisory program
Be responsible for the day to day oversight of your respective grade level including responsibilities such as start of year retreat/grade wide bonding event, grade assemblies, social events, the grade OE trip, service, leadership, and other program opportunities
Ensuring that advisory team members are supported and informed while ensuring any team feedback is gathered and communicated to the Asst Director
‘Hold the file’ on the advisory program for your grade and provide the grade-specific advisors with the materials and direction they need to deliver an grade-specific advisory programing that is consistent, effective, timely and age-appropriate
Demonstrate a commitment for this work through constant reflection and improvement
Have a working knowledge of IT software which, depending on grade, includes Naviance, and CPOMS, Google Suite for Education (training can be provided as required)
Other duties assigned as required

Responsibilities of a CHS Teacher

Bring a student-centred, inquiry-based and collaborative approach to the delivery of the B.C. curriculum
Support the growth and development of individual learners through the delivery of the Crofton House School Ivy Compass and Advisory program
Work collaboratively with teachers in the Senior School to plan, develop, and implement an extraordinary learning experience for each individual student
Build relationships with teachers and staff across the school community
Be an active and positive participant in the co-curricular program
Fully engage in the CHS Teacher Professional Growth Plan
Qualifications, Knowledge, Experience:
Essential: B.C. Ministry of Education Certificate or Independent School Certification qualification criteria
Relevant university qualifications (e.g. Bachelor of Education plus Bachelor of Arts in English, or equivalent)
Graduate degree, an asset
A comprehensive understanding of current educational practices outlined in the BC Ministry of Education documents
Knowledge of the Harkness method, an asset
Understanding of ‘Standards-Based Learning/Assessment’, an asset
Experience in an independent school, an asset
Demonstrable awareness of the learning preferences of girls and young women
Collaborative and energetic with a passion for teaching
Committed to the craft of teaching, best practices, and standards of professional practice
Excellent interpersonal, communication, and problem-solving skills
A commitment to continued professional development and growth
Energy, commitment and a readiness to participate in the co-curricular program 

Employment and Application Details:
Classes begin in September 2024 following teacher orientation in late August 2024. 

Employees of Crofton House School receive competitive compensation and support for professional, educational and leadership development. Please note that applicants must be able to legally work in Canada.  Applications will be reviewed as soon as they are received. 

Compensation: $63,033-$111,707 depending on experience and education level. 

Please include the following with your application:

A cover letter and current resume that outlines exact dates of employment, the organization, job title and responsibilities.  If you have gaps in your employment history, please advise as to why.  
Please clearly identify your educational background and history of professional development related to this position.

Apply online at www.croftonhouse.ca/careers.   

We thank all candidates in advance. We will, however, contact only those selected for an interview. No phone calls, please.

About Crofton House School
Crofton House School offers a girl-centred learning environment for students from Junior Kindergarten to Grade 12. Here, students are motivated to strive for their best selves, embracing academic challenge and diverse experiences, guided by staff who know them and believe in them.

Our approach supports the whole girl in her social, emotional, physical and intellectual development. Guided by the School’s values of courage, creativity and citizenship, students are able to discover and pursue their own paths, developing the confidence and capacity to thrive and positively influence the world around them.

Established in 1898, Crofton House has a long history of girl-centred education. Today, the School has over 900 students and almost 200 staff members learning, working and playing on our 10-acre campus in Vancouver.

To apply for this job please visit www.croftonhouse.ca.

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