Upper School Anatomy & Physiology Teacher

Oregon Episcopal School seeks a part-time Upper School Anatomy and Physiology to begin duties in August 2025. 

OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.

ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together enhancing the vibrancy of the school community.  

The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, diverse learning community. Committed to the professional development of our faculty, teachers are guided by the Learning and Teaching at OES faculty growth model. 

As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose—  toward inclusion and respect, service and justice, and commitment beyond ourselves. 

JOB SUMMARY: 
The Upper School Anatomy and Physiology teacher at OES teaches one class each semester of an inquiry and lab-based anatomy and physiology class to students in grade twelve. The teacher collaborates with colleagues to design and implement curriculum and learner-centered activities that emphasize analytical thinking, research, problem-solving, collaboration, and ask students to think deeply and creatively about concepts and applications. Furthermore, they should understand and model the importance of involvement in the community, ongoing learning, and authentic collaboration with other faculty and staff to advance the School’s mission. Teachers are expected to bring an innovative, energetic spirit to the classroom, constantly seeking ways to make problem-solving essential to adolescents. The US science teachers should have a strong facility with technology, and a flexible mindset that enriches collaboration and design thinking. Finally, the successful teacher will see students as budding scholars, creators, and engaged human beings.  

In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented and diverse faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging a diverse student body and strengthening the inclusive community of OES. 

ESSENTIAL DUTIES: 

• Create, communicate, and maintain clear, consistent, and appropriate learning objectives and expectations that are aligned with the Science Department’s goals. 
• Provide frequent, constructive, objective, and prompt feedback. 
• Seek and constructively use professional feedback. 
• Design assessments and activities as tools for student learning and growth. 
• Recognize, respect, and promote the cultural differences and diversity of the individuals in the classroom and community. 
• Collaborate with science department colleagues and administrators. 
• Communicate responsibly and professionally with colleagues, families, and students. 
• Establish and maintain relationships with students and families that promote learning. 
• Seek to understand, value, and respond to each student. 
• Differentiate instruction and experiment with teaching strategies. 
• Believe in each person’s potential for growth.
• Establish and maintain appropriate standards for student behavior using Restorative Practice methods
• Integrate technology in teaching and assessment.