SUMMARY

Greenhill’s Lucinda Carter Associate Teacher Program is an apprenticeship program that offers degreed, early-career teachers the opportunity to teach in the Preschool or Lower School, both on their own and in collaboration, observe and receive feedback from master teachers, and benefit from an auxiliary professional development program designed for growing teachers. Though hiring assignments are for one year at a time, the expectation is that a successful Associate Teacher’s growth vector will comprise increasing responsibilities and autonomy (and salary) over the course of up to five years. After two or three years in the program, an Associate Teacher will be fully prepared to seek and secure a position as a lead homeroom or subject area teacher in schools across the nation and globe.

Associate Teachers in Years 1 or 2 of their teaching experience at Greenhill will be considered CARTER ASSOCIATE TEACHERS (CATs), whereas associate teachers with more experience (and who may be in years 3/4/5 as associates here) will be “Associate Teachers.” In addition to their classroom responsibilities, CATs will engage in a two-year arc of cohort professional development, while the Associate Teachers will not participate in that cohort experience and will focus on their work in the classrooms.

• Year One Salary: $45,150
• Year Two Salary: $47,300
• Year Three Salary: $49,450
• Year Four Salary: $51,600
• Year Five Salary: $53,750

This is a full-time, 10-month, exempt position. Some evening and weekend work is required.

RESPONSIBILITIES

The school seeks outstanding early-career educators to serve as Carter Associate Teachers, whose duties may comprise:

• Close collaboration with a mentor teacher and grade-level teaching team in executing the duties of daily teaching;
• Whole class, small group, and one-on-one instruction in a range of subjects;
• Participation in team planning and meetings;
• Participation at divisional, departmental, and all-school faculty meetings;
• Engagement in divisional, departmental, and all-school professional development;
• Substantive involvement in parent-teacher conferences;
• Various supervisory duties, including early morning playground duty, lunch duty, recess duty, and carpool duties;
• Service as collaborative library faculty and liaison between the grade level and library;
• Involvement in growth and feedback opportunities, including scheduled observation of teachers across campus, leading lessons designed to gather feedback from veteran teachers, and work with an assigned and dedicated mentor teacher;
• Potential opportunities in athletics, arts, or other co-curricular activities after school for candidates with special skills and experience.

Qualifications and Education Requirements:

An excellent candidate will...

• have earned a Bachelor’s Degree with a focus in education and practicum experience, or a Master’s Degree in Early Childhood or Elementary Education, and/or a Bachelor’s Degree in liberal arts and bringing substantive experience working with children.

Specific Skills and Abilities:

Successful Carter Associate Teachers…

• possess an affinity for and comfort in working with young children and the patience, joy, and poise that this endeavor entails;
• demonstrate competency with student-centered technology, an interest in advancing and supporting its use to enhance student learning, and the desire to employ technology to connect with students;
• demonstrate an interest in contributing to conversations about instruction and curriculum, classroom management, and the stages of child development;
• manifest the maturity, interpersonal, and social skills to function as a contributing and responsible member of the Greenhill faculty;
• welcome membership and participation in the cadre of Carter Associate Teachers, both contributing to and growing from the benefits of membership in this cohort;
• nurture a goal of eventually moving into a lead teacher position;
• demonstrate the professionalism of a full-time educator, demonstrating among other traits, punctuality, initiative, maturity, and independence;
• have a genuine desire to be part of a community that values and actively engages with difference;
• show a demonstrated commitment to diversity, equity, and inclusion (e.g., familiarity with concepts; evidence of relevant personal growth; examples of relevant practice, etc.);
• have an ability to welcome and include others and an openness to collaboration across differences;
• be a motivated collaborator, possess a strong work ethic, and have a positive spirit.