Upper School Spanish Teacher

Description

The Blake School seeks a collaborative, creative and dynamic Spanish teacher to join our Upper School modern and classical languages department starting August 2026. This is a 1.0 FTE permanent position beginning in the 2026-27 school year. Application review will begin Jan. 22, 2026.

Essential Responsibilities

• Teach four sections of a range of Spanish language levels in the Upper School (grades 9-12)
• Advise a group of 10-12 students
• Hold conferences with students and parents in fall and spring
• Write narrative comments and give grades for each student at the end of each semester
• Participate in departmental, divisional and all-school initiatives and meetings

Salary Range

This position has a starting salary of $56,370 - $85,934. This salary range includes the expected annual salary for this position. In making a salary determination, we consider professional experience, applicable qualifications and other job-related factors. Based on these factors, a candidate's salary offer could exceed this range.

The Blake School is a pre-kindergarten through grade 12, co-educational, nonsectarian, independent day school enrolling about 1,300 bright, talented students from nearly 56 Twin Cities-area communities. Founded in 1900, Blake's mission is to engage students with a dynamic, academically challenging education in a diverse and supportive community committed to pluralism and a common set of values. Students pursue an integrated program of academic, artistic and athletic activities, preparing for college, lifelong learning and purposeful lives as community and global citizens.

Requirements

Qualifications

• Undergraduate degree in Spanish language, another relevant world language, linguistics or a related field with a strong preference for an advanced degree or work toward an advanced degree in a relevant field
• Substantial professional experience in world language education with a preference for upper school-level experience, enthusiasm for working with adolescents and commitment to supporting them in developing a high level of Spanish proficiency
• An ability to understand and bridge diverse perspectives, identities and lived experiences and the capacity to model and teach students to engage across differences.
• Expertise in the student-centered pedagogical practices of proficiency-based Spanish teaching and learning and in developing student knowledge of content and curriculum
• Knowledge and commitment to meeting both the academic and social-emotional needs of adolescents
• Experience incorporating a wide range of texts, media and technology to enrich and embrace the ever-changing nature of teaching and learning