Integrated Humanities Teacher Upper School Program - Long Term Substitute

1 Year Long Term Substitute - Integrated Humanities Teacher Upper School Options Program

SEATTLE ACADEMY is a dynamic community that challenges students to question, imagine, and create in order to contribute boldly to a changing world. This mission comes alive in our urban school setting, where we serve grades 6–12 in a vibrant, independent school environment.

Our diverse faculty is exceptionally qualified, strong academically, and combines rich life experience with passion for their disciplines. Our teaching philosophy is guided by our mission and core principles of Culture of Performance, College and Life, Know the Kid, and Inclusive Community.

Seattle Academy seeks a Long-Term Substitute Integrated Humanities Teacher to support the Upper School Options Program during the 2026-27 school year. This position involves teaching integrated Humanities courses that combine English and History. The teacher will use thematic, inquiry-driven approaches that emphasize reading, writing, discussion, research, and historical thinking while integrating the skills of both disciplines. Instruction takes place in a small-group instructional setting, allowing for close relationships, clear expectations, and frequent, responsive feedback while maintaining alignment with Upper School English and History academic standards.

The ideal candidate will provide continuity, structure, and relational consistency for students while working closely with Options Program colleagues and Upper School leadership.

The Options Program is a small-group learning model embedded within the SAAS Upper School, serving students in grades 9–12 in core academic courses with class sizes of 6–10 students. The program is designed for academically capable students for whom a traditional classroom environment has not been effective and focuses on rebuilding confidence as learners while maintaining high academic expectations with high support.

Students take small-group courses in core academic subjects such as English, History, and Math, while completing the remainder of their schedule through SAAS’s broad elective offerings. The program emphasizes structured flexibility: faculty intentionally adjust pacing and workload while maintaining clear routines, accountability, and consistent expectations. Executive functioning and social-emotional skills are explicitly taught and reinforced within academic coursework, with particular attention to planning, pacing, and work production.

Instruction is designed to make learning processes visible and manageable within a predictable, well-designed environment.

Students in the Options Program also choose to participate in athletics, arts, outdoor programs, and clubs within the broader SAAS community.

This is a full-time, long-term substitute teaching position that will likely include a teaching load of five sections. The role typically includes teaching English and History courses across two grade levels (for example, English 9, History 9, English 10, and History 10). Depending on program needs, the fifth section may be a study skills or executive functioning–focused course aligned with the goals of the Options Program.

Specific teaching assignments are determined based on program needs and faculty expertise.

The first trimester will include a period of intentional transition, during which the long-term substitute teacher will build relationships with students, become familiar with classroom routines and curriculum, and collaborate closely with the teacher they are covering. The substitute teacher will then assume primary teaching responsibilities for the remainder of the school year.

• Deliver and, as needed, adapt integrated Humanities curriculum aligned with Upper School standards and program learning goals
• Use, adapt, and contribute to curriculum that intentionally integrates reading, writing, historical thinking, and interdisciplinary inquiry
• Apply instructional strategies that embed executive functioning skill development (e.g., planning, organization, task initiation, revision, and reflection) directly into academic coursework
• Use…