English Teacher

English Teacher Position at York Preparatory School

York Preparatory School is a New York City independent school committed to creating a nurturing environment that challenges and supports each student in a diverse and inclusive setting. Compassionate and accessible educators guide our students through a traditional and rigorous curriculum, while employing a range of innovative techniques to cultivate each individual student's skills, abilities, and interests. York strives to educate the whole child, meeting each student where they are, and supporting them as they grow into lifelong learners and responsible citizens.

The school now has an exciting opportunity for an experienced English Teacher to join our fantastic team. Cognita is a global leader in independent education. Founded in 2004, we are a growing community of 90 schools in 21 countries - in Europe, North America, Latin America, Asia and the Middle East - serving more than 100,000 students. Each of our schools are proudly unique, however our collective purpose is to create an environment where everyone can, "Thrive in a rapidly evolving world". At Cognita, we know every student is unique. We nurture their distinct personalities and strengths. We support them academically, socially, and emotionally, wherever they are in the world, wherever they're starting from. And each and every one of our schools is unique too. We protect what's special about them, while offering them rich knowledge, opportunities, and best practices. And they get to be part of something bigger. We open their classrooms to the collective wisdom of over 90 schools in 21 countries, ensuring every child gets an education that's, quite literally, world class. It's an individual approach that empowers every school, teacher and student to focus on what they do best and thrive.

About the Role

York Prep School is seeking an English Teacher. The selected candidate will be responsible for teaching up to four sections of English for grades 6–12 and will take on additional faculty duties as assigned. The teacher will report to the Director of Curriculum and Instruction and will collaborate with the Department Chair as needed. In this role, the teacher will teach four sections of high school English and develop and implement a curriculum that balances grammar and vocabulary study, reading comprehension, analytical and creative writing, speaking practice, and cultural studies, with connections to social justice and identity. The teacher will utilize Judith Hochman's Writing Revolution as the foundation for writing instruction and use the Learning Management System (Canvas) to assign work, grade assessments, and track student progress. The successful candidate will prepare engaging, differentiated lessons; oversee research projects; develop and evaluate assessments; and identify and analyze students' needs and strengths. They will apply best practices in special education and multimodal teaching to support diverse learners, including those with dyslexia, dysgraphia, ADHD, and executive functioning disorders. Additional responsibilities include assuming faculty duties as assigned, participating in the extracurricular life of the school by advising a club or team, and adhering to all safeguarding policies in support of student safety and well-being. The teacher will collaborate closely with learning specialists, families, the wellness team, and school administration to support student growth. The role requires maintaining expected work hours and being available for morning and afternoon Jump Start times (Monday–Thursday, 8:00 a.m.–4:00 p.m.; Friday, 8:00 a.m.–1:40 p.m., unless scheduled school meetings are held).

Who We Are Looking For

We are seeking a qualified educator with experience teaching high school English and a strong academic background, including a bachelor's degree in English or a related field. The ideal candidate demonstrates the ability to implement best practices in teaching and learning, possesses strong content knowledge, and shows a commitment to continuous growth and reflective practice. Experience working with diverse learners and familiarity with Judith Hochman's Writing Revolution are highly desirable. Additional preferred qualifications include postgraduate study in English or a related field and a master's degree in education or a related discipline.