Upper School History & Social Studies Teacher

Oregon Episcopal School
Portland, OR United States

Oregon Episcopal School seeks an Upper School History and Social Studies Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Sarah Grenert-Funk (Head of Upper School) when submitting materials.

Please note: there may be an opportunity to serve as a department chair in conjunction with this role. If you are interested in being considered for this additional responsibility, we encourage you to indicate that in your cover letter.

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.

OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.

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.

The Upper School History and Social Studies Teacher teaches courses in grades 9–12 and designs engaging, learner-centered curriculum that helps students understand history as a dynamic force shaping the world today. Through the study of diverse perspectives, the teacher fosters curiosity, critical thinking, research skills, and collaboration while guiding students to analyze evidence, engage in thoughtful civil discourse, listen respectfully across differences, and develop a deeper understanding of both the past and the present.

The teacher collaborates with colleagues to advance the school’s mission and serves as a model of community engagement and continuous professional learning. A successful candidate will bring innovation and energy to the classroom, making problem-solving an essential part of the student experience. They should view students as emerging scholars, creators, and engaged citizens, committed to their growth and development.

The ideal candidate will have strong technological proficiency, a flexible and creative mindset, and a collaborative approach to curriculum design and teaching. Teachers at OES are guided by the Learning and Teaching faculty growth model, which emphasizes professional development and reflective practice. This position reports directly to the Upper School Division Head.

In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented 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 students and strengthening the inclusive community of OES.

Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association or coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered.

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