Reporting to the Middle & Upper School Principals, the Middle & Upper School Art Teacher is responsible for planning and implementing differentiated instruction for Middle School Art (Grades 6–8), and Grades 9 & 10 Art (2D art, 3D art, and some digital art) based on ongoing assessment; communicating clearly with parents and colleagues; and coordinating support with the best interests of each individual child in mind.

Salary Range: $300 per day

Additional details are available on our application portal.

Reporting to the Upper School Principal, the Upper School Physics Teacher is responsible for planning and implementing differentiated instruction for Grades 9 & 10 Physics and IB DP Physics based on ongoing assessment; communicating clearly with parents and colleagues; and coordinating support with the best interests of each individual child in mind

Salary Range: $63,360–$121,920

Additional details are available on our application portal.

Reporting to the Upper School Principal, the Upper School Biology Teacher is responsible for planning and implementing differentiated instruction for Grade 10 Biology and Grades 11 & 12 IB DP Biology based on ongoing assessment; communicating clearly with parents and colleagues; and coordinating support with the best interests of each individual child in mind.

Salary Range: $300 per day

Additional details are available on our application portal.

The Upper School Learning Specialist, in liaison with members of the WIS community, provides academic support for students with diverse learning needs in order to help them become independent, responsible, productive, and successful individuals.   

Salary range: $60,000–$100,000

Additional details are available on our application portal.

The Swim Coach is responsible for initiating various aspects of the Swim Program, such as:

• Recruiting within the school and training the team
• Coordinating the development and promotion of the Swim program.
• Organizing and scheduling practice sessions.
• Maintaining supervision of each student-athlete under the care of the swim program.
• Transporting team members to athletic contests.
• Teaching life skills and developing character.
• Timely and effectively communication with the Athletics Director, parents, players, and administrators.
• Maintaining and securing all swim equipment and uniforms.

Time Commitment: This is a part time position. Coaches are expected to be physically present at all practice and meets. Current practice times are from 6:00–7:15 AM at University of DC Athletics; days to be determined. The season runs November 9–February 12.

Stipend: $5,000 — One half is paid mid-season and the second half is paid at the end of the season.

Additional details are available on our application portal.

Reporting to the Primary School Principal and Assistant Principals, the Primary School Lunch Monitor is responsible for supervising and supporting students during lunchtime in a family-style dining environment. This includes ensuring a safe, inclusive, and positive dining experience while fostering independence, social skills, and community. Daily hours are between approximately 11:00AM and 2:00PM.

Salary: $22.00 per hour

Additional details are available on our application portal.

Reporting to the PS Principal and Assistant Principals, the Primary School Playground Monitor is responsible for supervision of students on the playground and assisting with other tasks. Daily hours are between 9:30 AM–3:15 PM - daily 3.75 hours.

Salary: $22.00 per hour

Additional details are available on our application portal.

TEACHING

Therefore educators:

• Expect that all people can learn. 
• Maintain appropriate expectations that challenge all learners. 
• Share their passion for learning. 
• Regard all interactions as teaching/learning opportunities. 
• Model curiosity and persistence.

ASSESSING

Therefore:

• The primary purpose for assessment is to improve learning.
• Assessment provides all learners with the capacity to demonstrate what they know, value, and are able to do.
   

TEACHING

Therefore educators:

• Are concerned with the development of understanding.
• Recognize that ideas are constructed and open to question or refinement.
• View curriculum as being based on key ideas or questions.
• Are patient with the time it takes to build meaning.
• Expose students to multiple perspectives and cultures.

ASSESSING

Therefore:

• Assessment focuses on demonstrations of understanding that move beyond gathering and recalling information.
• Assessment is moderated through collaboration to enhance fairness, reliability, and validity.
   

TEACHING

Therefore educators:

• Recognize and respond to individual differences and learning styles. 
• Demonstrate care for and understanding of each learner. 
• Include and maximize the participation of learners of different abilities and backgrounds.
• Differentiate instruction through a relevant range of teaching approaches and strategies.
• Collaborate/communicate with learners about learning goals, activities, issues, and contexts.

ASSESSING

Therefore:

• Learners self-assess and develop their capacity to monitor their own learning. 
• Learners reflect upon and evaluate assessment tasks.
   

TEACHING

Therefore educators:

• Seek to discover what learners already know, value, and are able to do.
• Build on the diverse personal, social, and cultural experience, knowledge, and skills that learners bring to new learning.
• Make explicit the connections between different aspects of learning.
• Structure activities to challenge learners’ suppositions and preconceptions.
• Assist all learners in extending their levels of thinking and understanding.

ASSESSING

Therefore:

• A range of assessments and monitoring processes are used to gather information about what learners know, value, and are able to do.
• Assessment about what learners know, value, and are able to do is used to plan teaching sequences and to diagnose areas for challenge and intervention.
• Assessment respects and includes different ways of knowing.
   

TEACHING

Therefore educators:

• Develop positive relationships with and between all involved in the learners’ learning.
• Build a sense of community, group identity, and appropriate learning partnerships.
• Plan for purposeful, collaborative teacher/teacher, teacher/learner, and learner/learner interaction.
• Maintain a sense of humor.
• Promote a sense of participation and responsibility from the local to the global.

ASSESSING

Therefore:

• Assessment is fair, free from bias, and inclusive for all learners.
• Assessment incorporates judgments from learners, peers, and educators.
• Assessment includes the work of groups as well as individuals.
   

TEACHING

Therefore educators:

• Provide a consistently safe, positive, and secure environment.
• Acknowledge emotions and emotional contexts.
• When appropriate, make use of these contexts as opportunities for learning.

ASSESSING

Therefore:

• Assessment includes the monitoring of learners’ emotional wellbeing.
• Learners monitor the extent to which emotions affect and influence their learning.
  ​​​​​​​

TEACHING

Therefore educators:

• Communicate positive expectations and confidence in the learners’ abilities.
• Acknowledge and celebrate progress.

ASSESSING

​​​​​​​Therefore:

• Assessment provides timely, precise, and constructive feedback.
  ​​​​​​​

TEACHING

Therefore educators:

• Act intentionally, planning for interactions with learners.
• Make their intentions or expected outcomes clear and explicit to learners.
• Involve learners in goal setting.
• Connect what is being taught to hypothetical and real-life experiences.
• Relate what is being taught to learners’ experiences and interests.
• Engage learners in multi-sensory experiences.

ASSESSING

​​​​​​​Therefore:

• Learners are clear about what is being assessed.
• Assessment encourages learners to exhibit their actual understandings.
• Assessment is in itself a central learning experience.
• Assessment tasks are based where possible on real-world contexts and embedded in recurrent learning.
  ​​​​​​​

TEACHING

Therefore educators:

• Acknowledge that environment and culture influence learning.
• Consider how their own behavior influences the context for learning.
• Encourage multiple points of views or solutions.
• Encourage learners to recognize the context of their own learning and beliefs.

ASSESSING

​​​​​​​Therefore:

• Assessment takes different contexts into consideration.
  ​​​​​​​

TEACHING

Therefore educators:

• Explicitly teach thinking and learning strategies.
• Model meta-cognition.

ASSESSING

​​​​​​​Therefore:

• Assessment encourages learners to question and reflect on their learning and their use of thinking and learning strategies.
  ​​​​​​​

TEACHING

Therefore educators:

• Design learning sequences that explicitly support the application and transfer of learning to new problems and settings.
• Draw attention to similarities, connections, and analogies between the known and the new.

ASSESSING

​​​​​​​Therefore:

• Assessment opportunities are designed to explicitly test learners’ ability to apply their learning in new and unfamiliar situations.
  ​​​​​​​

TEACHING

Therefore educators:

• Are intentional about learners’ extending, elaborating, reorganizing, reformulating, and reflecting upon their own frameworks of knowledge.
• Provide the time for this to happen.
• Recognize the educational potential in risk-taking, mistakes or errors.
• Encourage perseverance.

ASSESSING

​​​​​​​Therefore:

• Assessment encourages learners to reflect and question and to continuously plan for future learning.
• Learners note and use errors as a means of improving their own learning.
• Assessment products may vary widely to reflect different ways of demonstrating understanding.