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Upper School Math Teacher

Position Type Teacher
School Name Catlin Gabel School
City, State Portland, OR 
Posted 02/04/2020

Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.

The School believes that each employee makes a significant contribution to the school’s success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.


Department: UPPER SCHOOL

FTE: 1.0 FTE (Exempt)


This full-time teacher is responsible for teaching four high school mathematics classes per year. In addition to daily responsibilities, Upper School teachers are expected to participate in, and lead activities that include but are not limited to extra-curricular, experiential, and community service learning across grade levels.

The ideal candidate will have demonstrated use of a variety of teaching methods to support different learning styles and have experience teaching the whole spectrum of courses from algebra through advanced calculus and/or statistics. The candidate will need to understand the conceptual links between mathematical subjects. Complementing these skills should be a desire to teach students who encompass a range of academic abilities and an excitement about helping students build self-confidence through successful exploration and discovery. In order to do so, this candidate should have experience with experiential learning through hands-on tasks, projects, and guided reflection. Candidates should also be well-versed in current technology to support mathematical learning, including, but not limited to, online tools, software applications, smartboards, and graphing calculators.

Catlin Gabel is a community where relationships are pivotal to learning. As such, the personal qualities of this candidate are vital. These include being a supportive, engaged, and flexible role model who demonstrates the qualities of a life-long learner, a sense of humor, and an infectious enthusiasm for working with high school students. This teacher must be able to work effectively with others in a spirit of collegiality.

Catlin Gabel demands much from its teachers beyond their classroom responsibilities. Such demands include working with students and colleagues to enrich the school’s life outside the classroom. Faculty members also serve as guidance counselors for a cohort of student advisees. Ideally, this individual would have some interest in becoming a leader in this department by advising and assisting students with various math-related clubs and activities and the Upper School. These demands highlight the fact that any teaching position at Catlin entails more than just working with students in a subject. Though this may be demanding at times, we feel it is necessary and rewarding.


Interactions occur most routinely with students in the classroom and during other activities. Many informal interactions with students for whom the teacher has no direct supervision or responsibility occur. Daily contact ranges from direct teaching of curriculum, student advising, and to informal exchanges of a personal or social nature. Regular contact with Upper School colleagues, particularly those working on the same grade level, discipline or on a joint project is expected. Frequent contact with parents either for scheduled conferences or casual conversation is a community norm. Responsible and active collaboration with colleagues, in all divisions, is expected. Important personal qualities include interest in and demonstrated ability to teach and support pre-adolescents and adolescents, ability to work effectively with a team, a sense of humor, flexibility, organizational ability, energy, and collegiality.


  • BA in mathematics
    • At least two years demonstrated effective teaching experience (preferably in a high school setting)
  • Understanding and experience with student-centered teaching, inquiry-based learning
  • Experience in competency- or standards-based teaching and assessment a plus
    • Experience in curriculum development a plus
  • Experience and/or interest in computer programming is a plus
    • Teaching background and demonstrated experience with adolescents
    • Use of internet, e-mail, and other appropriate technology applications
    • Willingness to sponsor an activity, club, or coach is highly desirable

This is a teaching position with an academic year schedule. Teachers are expected to be on campus at least between 8:00 a.m. and 4:00 p.m. daily and to attend other functions as designated. Full-time faculty is expected to travel to retreats, conferences and workshops as well as accompany students on various experiential activities throughout the year. Less than full-time faculty is expected to participate in activities as well, with the level of participation decided in conversation with the Upper School Head. There are some mandatory evening and weekend commitments.



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Northwest Association of Independent Schools
5001 California Ave. SW, Suite 112
Seattle, Washington 98136
T: 206.323.6137 • info@nwais.org
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