Upper School Long-Term Spanish Substitute Teacher

Position Classification

Part‑time, temporary, August 17 - December 18, 2026, faculty, salaried exempt

7:45 a.m.

- 4:00 p.m. with additional hours as needed to fulfill other duties as assigned

Head of Upper School, Upper School Dean of Faculty, and Upper School World Languages Department Chair

St. Christopher’s School, the largest all‑boys school in Virginia and one of the largest and oldest boys’ schools in the Mid‑Atlantic region, seeks an Upper School Long‑Term Spanish Substitute Teacher. Serving approximately 1,000 boys in Grades JK-12 in Richmond, Virginia, St. Christopher’s is an Episcopal school committed to cultivating a community that is diverse, inclusive and welcoming. We pride ourselves on bringing out the best in every boy.

Our boys benefit from an education and curriculum that is holistic, including academics, the arts, athletics, and service learning.

• Teaching the full academic course load of four classes, in this case with two preps: levels II and II Intensive.
• Attending department and faculty meetings and all‑school professional development meetings.
• Attending chapel regularly.
• Supporting a Saints Explore cohort (experiential learning program that culminates in a one‑week intensive in November).
• Handling other duties (e.g., study halls, chaperoning dances) as assigned.
• Creating a positive classroom environment in which all boys feel known and valued.
• Collaborating with colleagues to design meaningful learning experiences for boys.
• Planning and preparing lessons and instructional materials that facilitate active learning.
• Delivering individual, whole‑group, and small‑group instruction as appropriate.
• Assessing student progress using a variety of formal and informal data collection tools and methods and providing feedback in a timely manner.
• Managing student behavior in accordance with best practices for teaching boys.
• Fostering communication and a respectful partnership with parents/guardians in conferences, during phone calls, and through written correspondence.
• Communicating in a timely and efficient manner with parents, students, and colleagues.
• Engaging in continuing professional growth and development, including staying abreast of best practices for teaching boys.
• Participating in the life of the School through committee work and being a regular presence at major events such as concerts, plays, athletic contests, and other events as a means of supporting the students and the mission of the School.

• A commitment to St. Christopher’s mission, Community Pillars, policies, and initiatives.
• A commitment to best practices in education, as articulated in the School's Teaching Excellence Document, and a dedication to best practices for boys, as espoused by the St. Christopher’s Center for the Study of Boys.
• A clear commitment to diversity, community, and inclusion in school communities, as expressed in the St. Christopher’s Diversity and Inclusion Statement.
• Hold at least a bachelor's degree with strong academic record in the subject area or a closely related field of study; a masters degree preferred; teaching certificate is not mandatory.
• Possess a thorough knowledge of and passion for teaching the discipline being taught, including an openness and experience in employing inquiry‑based instructional methodologies.
• Show an understanding of the vital role of research and analysis in preparing students for college and professional life.
• Demonstrate familiarity, ease, and openness with integrating technology into the classroom.
• Effectively collaborate with members of an academic department, House advisory groups, and the Upper School faculty.
• Enhance students' skills and abilities in creative thinking and problem solving, intellectual curiosity and risk taking, research and analysis, collaboration and teamwork, and ability to apply core knowledge to new and changing situations.
• Possess excellent problem‑solving, communication, and analytic skills.
• Exhibit a growth mindset, creativity and flexibility, and a sense of humor.
• Accept constructive feedback as part of professional growth and development.
• Model professionalism and integrity at all times.
• Enjoy working with young people, especially adolescent boys.

• Must be able to circulate among students in a classroom setting for a minimum of four class periods per day.
• Must be able to move from classroom to classroom and from building to building as assigned or required by classroom assignment and activity of the day.
• Must be able to lift up to 25 pounds.