Math/Statistics Teacher gogunn.org | Washington, CT
The Frederick Gunn School, founded in 1850, is a co-ed boarding and day school for students in grades 9-12 as well as a post-graduate year. Mr. Gunn had a deep appreciation for the natural world, believing that in nature students understand themselves as humans and their place in the world. He took a principled stand against slavery and spurred students (and the town at large) to examine their beliefs. In addition to the habits and skills students will need in college and life beyond, we teach them to follow Mr. Gunn’s example: to cultivate wisdom, to be trailblazers, to act with conviction, and to value character as highly as intellect and achievement.
Our continuous focus on moral character development intentionally engages all members of our school in the work of creating an inclusive and equitable living and learning ecosystem. Community and citizenship are at the heart of our aspiration to both social justice and academic excellence, with individual diversity integral to the strength of that community. When we embrace difference and pursue school life with respect, equity, and compassion, we build a foundation for engaged citizens.
In keeping with the tenets of our founder Frederick Gunn, who was himself a prominent
abolitionist and progressive educator, The Frederick Gunn School seeks to provide a pluralistic learning environment for all inclusive of (but not limited to): culture, ethnicity, gender identity or expression, national origin, learning differences, physical difference, political affiliation, race, religion, sex, sexual orientation, and socioeconomic differences.
We invite applicants who resonate with our mission and who will foster an environment of cultural and intellectual richness and an active participant in advancing equity and inclusion.
Summary
The Frederick Gunn School is seeking candidates for a full-time mathematics teacher.
Applicants must enjoy working with high school students of all ages, both in and outside the classroom, must understand and embrace the values of a boarding school community, and must bring passion and energy to the classroom. Further, they should have a devoted interest in the study of mathematics–in its various forms, modes, and genres–and be experienced in teaching related skills. In addition, this role entails key responsibilities as a two seasons of co-curriculars, house parent duties, and student advisor.
Responsibilities
We are currently seeking a full-time math teacher with the responsibilities listed below:
● Teach four sections of mathematics courses, potentially including AP Statistics and/or
introductory Statistics, based on the needs of the curriculum.
● Develop and organize course materials, including syllabi, quizzes, tests, and handouts,
to support student learning and achievement.
● Provide individualized support and guidance to students through extra help sessions,
review sessions, and mentorship that promote both academic growth and personal
development.
● Regularly assess and monitor student progress, providing constructive feedback and
written reports as required by school policies.
● Incorporate technological tools, such as the TI-84 calculator and other relevant
software, to enhance learning and facilitate a dynamic classroom environment.
● Stay current with technological advancements in mathematics education, integrating
new tools and technologies into the curriculum as appropriate.
● Utilize diverse pedagogical strategies to accommodate different learning styles and
foster an inclusive, engaging classroom environment.
● Communicate effectively with students, parents, and colleagues, ensuring clarity and
professionalism in all interactions.
● Collaborate with colleagues in the Mathematics Department and the Center for
Academic Excellence to promote cross-curricular initiatives and support student
success.
● Contribute to the planning, implementation, and evaluation of the mathematics
curriculum and program at The Frederick Gunn School, ensuring alignment with
institutional goals and standards.
● Participate in professional development opportunities related to both mathematics
education and teaching methods to continuously improve instructional practices.
● Explore potential opportunities to teach computer programming courses within the
department, even though a background in programming is not a prerequisite.