The History Department seeks a teacher with expertise and experience teaching African-American history and two or more related courses which focus on U.S., Atlantic World, the Indigenous Peoples of the Americas, Latino-Americans, and/or Asian and Pacific Islander Americans. Current required standard and Advanced Topic (AT) courses in the History Department include African-American, American, Early World, European, and Modern World History, and Modern World Religions. Current electives include Economics, Comparative Politics and Global Relations, Herstory, the Holocaust, and Genocide.Â
History teachers report to their respective Principals and are responsible to the History Department Chair. All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement and are expected to work the required days as stipulated in that agreement. Teachers are also expected to build deep relationships with students, families, other faculty and staff to communicate about student progress and to foster a culture of community in classrooms, advisory, and club/affinity group spaces. Enthusiasm, collaboration, reflective teaching and learning, and commitment to Labâ™s mission are vital.
Labâ™s History Department (grades 9-12) believes that historical study is uniquely structured to build appreciation of, and engagement in, a globalized world, and that students build valuable analytical and communication skills through careful attention to research processes and contextualization of current events in their historical antecedents. Likewise, historical study propels cross-cultural competence and an appreciation for global interdependence. In the twenty-first century, historians increasingly engage in transnational research, building more accurate and inclusive global narratives regarding historical events. These narratives provide context for our own experiences with globalization today and empower us to be better citizens. The History Department works to implement an ever-evolving, culturally-responsive curriculum, which is reflected in its recently adopted Accommodation and Diversity, Equity, and Inclusion statements.
Unaffiliated with the College Board APâ„¢ programs, our faculty work to honor John Dewey by using an inquiry approach to learning and curricular objectives. The History department cultivates studentsâ™ thinking skills so they actively construct and analyze historical narratives. Open-ended interpretative questions and student-centered instructional methods (e.g., discussion, debate, and simulation) empower students to act as historians, analyzing and interpreting texts and artifacts with well-evidenced conclusions. Students become adept at scholarly research, investigating more sophisticated sources as they move from tier-to-tier, ultimately reaching â‹print sources and scholarly, subscription databases from University of Chicagoâ™s Regenstein Library. Students investigate sources critically, analyzing and synthesizing both primary and secondary sources for point of view and context, rather than accepting them at face value. Students also learn analytical writing skills of thesis formation, well-constructed and evidenced body paragraphs, and attention to proper source citation. The department is committed to a growth mindset that propels students to strive for increasingly sophisticated work as they move from tier to tier.
Develop and deliver an innovative, effective, academically challenging, and culturally responsive curriculum.
Pursue continuous improvement as an educator and historian via reading, professional development opportunities, individual and collegial research, etc., in order to provide students with a superior educational experience.Â
Supervise students both in and out of the classroom.
Build authentic and effective relationships with students, parents, faculty, staff, administrators, etc., that foster a sense of shared endeavor, and strengthen the collegial and collaborative relationships necessary for effective education of adolescents.Â
Anticipated start date for this position is 9/1/2021.
Quickly adapt to changing circumstances and flexible in work with students.
Interact with a diverse group of faculty, staff, students, and parents required.
Knowledge of diversity, equity and inclusion issues, and dynamics in the classroom and in developing healthy, supportive relationships with all students.
Strong knowledge of course subject matter required.
Knowledge of instructional methodologies required.
Extensive knowledge of child development required.
Develop curricula, lesson plans, and assessment tools required.
Analytical skills required.
Problem-solving skills required.
Decision-making skills required.
Attention to detail required.
Organizational skills required.
Computational skills required.
Verbal and written communication skills
Interpersonal skills required.
Work independently and as part of a team required.
Manage stressful situations required.
Maintain confidentiality required.
Work on multiple projects simultaneously, set priorities, and meet deadlines required.
Use standard productivity software (Microsoft Office, calendar/schedule software, etc.) required.
In-depth working knowledge of subject area(s), including relevant primary and secondary sources.Â Â
Proven ability to develop innovative and effective curricula and assignments.Â
Thorough working knowledge of instructional methodologies; and demonstrated ability to help students develop and hone the skills (critical reading and writing, critical thinking, research, source evaluation, etc.) essential to the discipline of history.
Sound knowledge and experience working with adolescents in an educational context; willingness and ability to teach history at any grade level.
Proven ability and desire to shape a dynamic classroom ethos consistent with Labâ™s mission statement and educational values, and supportive of Labâ™s commitments to diversity, equity and inclusion.
Effective verbal and written communication skills.
Familiarity with various types of educational technology (software and hardware) and willingness to acquire further competency working in this area.
Good judgement; thoughtful, evidence-based decision-making; durable, well-developed sense of professionalism.Â
Commitment and ability to maintain the highest professional standards of confidentiality.
Proven ability and commitment to build appropriate, healthy, supportive relationships with adolescents.
Excellent interpersonal skills, and sincere desire to work collegially, collaboratively, and productively with all Lab stakeholders: students, parents, faculty, staff, administrators, etc.
Adaptable, flexible, and creative in working with students and colleagues.
Persistence, patience, resilience, and problem-solving skills.
Outstanding organizational skills and close attention to detail.
Work independently and as part of a team; manage multiple projects simultaneously; set priorities; meet deadlines.
Education, Experience or Certifications:
Education:Â Â Â Â Â Â
Bachelor's degree and/or Masterâ™s degree or higher in history. Applicants with either a Bachelorâ™s or an advanced degree in a closely related field may also be considered.Â
Coursework, degree, and/or continuing education that indicates familiarity with historical methodologies that seek to broaden studentsâ™ social, cultural, and geographic perspectives on both the past and the present, by engaging them in thoughtful analysis of and dialogue with different voices, trends, traditions, eras, regions, cultures, ideas, and theories of governance.Â
Experience:Â Â Â Â Â Â
A minimum of three years of middle school or high school teaching experience required.
Working knowledge as an effective teacher of history.Â
Demonstrated experience working with colleagues and students of diverse backgrounds, including race, ethnicity, gender, sexual orientation, learning abilities, class, language and nationality.Â
Working Conditions and Physical Requirements:
Move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.
Move class-related equipment/tools, as appropriate, around school property.
When appropriate, escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.
Demonstrate lessons, when appropriate.
Professional References Contact Information
The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.
Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via the Applicant Inquiry Form.
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