New York, NY

The Browning School is a K-12 boys school located on 62nd Street in midtown Manhattan, New York. Founded by scholar and teacher John A. Browning, The Browning School has been a leader in fostering the intellectual and personal growth of boys and young men since 1888. Serving roughly 400 students in kindergarten through grade 12, Browning strives to combine the best of a traditional prep school environment and curriculum with imaginative teaching and a strong value system - all in a single-sex setting.

MISSION STATEMENT AND VALUES
The Browning School fosters growth of courageous and compassionate men of intellect and integrity who aspire to contribute meaningfully to our world.
The Browning gentleman develops amid a community that upholds these values...
HONESTY
We speak the truth, act with integrity, and take responsibility for our actions.
DIGNITY
We honor and celebrate the dignity of all people and support the power of a diverse, inclusive, and welcoming community.
CURIOSITY
We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us.
PURPOSE
We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.
DIVERSITY STATEMENT
The Browning School strives to create a diverse community in which all members are safe, respected and valued. We believe that in actively promoting a diverse learning environment, we are fostering intellectual, social, and emotional growth for all. Recognizing and pursuing diversity, however, are not enough; we seek to transcend mere tolerance of differences and aspire to a celebration of the varied appearances, abilities, perspectives, and values that characterize our community.

BROWNING PHILOSOPHY OF LEARNING
Boys come to Browning to be known, challenged, and inspired. When a boy's capacities and aspirations are known and understood by his teachers, that boy can be guided, year after year, to take increasing ownership of his learning. He will develop the disposition not only to respond to others' questions, but also the ability to craft questions of his own, questions that will drive his class's process of inquiry. Through this activity, the boys are likewise challenged to ask similar searching questions of themselves. It is through this questioning that they come to understand their identities as intellectual and moral agents, and recognize the opportunities they have to develop and refine their senses of self and character. In reflecting upon the bigger, essential questions that arise from their self-examination and academic work alike, Browning boys are inspired to seek a deeper level of understanding and to build a sense of purpose that will engage their passions and skills in the service of the world beyond themselves.

POSITION DESCRIPTION
Browning is looking for a part-time (one section, three days per week) Upper School Mandarin Teacher for the 2024-2025 academic year. The position will begin on or around August 22, 2024. The salary for this position is $10,000-$16,000, commensurate with teacher experience and class enrollment. A bachelor's degree or experience in the role is required. An advanced degree in a related field is preferred.
Key Responsibilities
Language teachers at Browning are responsible for building relationships with their students that foster learning, as well as teaching the target language in accordance with best practices aligned with the curricula established by the Browning World Language Department. Teachers not only provide meaningful, level-appropriate, and engaging L2 input for students but also develop effective means by which students can make steady, observable progress toward proficiency goals, above and beyond performance goals, while exploring other cultures in ways that develop empathetic skills and attitudes. Specifically, the duties of an Upper School Mandarin language teacher include:

1. Teaching one section of introductory Mandarin in Grade 9;
2. Implementing curricula based on the latest research in language acquisition, adapted for classroom use, including a range of pedagogical approaches, 90% language immersion, embedded grammatical instruction, sheltering of vocabulary, not grammar, cultural instruction in L2, comprehensible input techniques;
3. Providing extra help to students during office hours;
4. Fulfilling one lunch duty and one study hall per week;
5. Attending any teacher/parent conferences or curricular events (two to three days annually)

Key Competencies
In general, successful members of the Browning faculty are:

• Champions of boysThey believe in and love the expansive potential in boys.
• Relationship-orientedThey actively build meaningful relationships with students and families.
• Purpose-drivenThey are inquiry-minded, curious and resourceful in finding solutions and growth opportunities.
• Justice-seekingThey seek to address students and their needs with an equity-oriented and antiracist lens and engage in the deep work of equity in the classroom and school community.
• Can-do collaboratorsThey seek collaboration and listen deeply to others, and they believe that a can-do attitude allows a team to accomplish more.

A successful Browning Upper School Mandarin teacher will guide our language students upward along the ACTFL proficiency scales, developing lessons that tap into the interests of each classroom, beyond the materials offered by textbooks, creating meaningful and joyful experiences for students. They are excited about teaching in a progressive community and have demonstrated a commitment to addressing issues of diversity, equity, and inclusion within and outside the classroom. They are eager to continuously develop their craft and professional skill sets. They willingly bring their unique perspectives to department meetings and department and school initiatives.

Those interested in the position should address their rsum and cover letter to John Young, World Language Department Chair, and submit their application via this link.