Middle School English Teacher (long-term sub., Sept./Oct. 2026)

Job Description

Job Description

About the School

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. GDS was founded by seven changemaker families who envisioned a school committed not only to academic excellence and educational innovation but also to respect and care for others. Believing that diversity is a critical foundation for the most transformational learning, they established a school where all children would be welcomed, celebrated, and challenged to be their best selves.

Today, the School’s philosophy and programs strongly reflect its roots. GDS fosters a community of belonging while lifting up every student’s unique gifts, building in each the capacity for compassion, leadership, and creating positive change. 1125 engaged and talented PK-12 students across three divisions love to learn and learn to change the world in GDS’s exciting urban campus with its outstanding facilities. Recognized as one the most dynamic educational institutions in our capital city and nation, GDS today is in a uniquely attractive position, with a deeply-felt and lived history, clear mission, and genuine openness to the possibilities that lie ahead.

About the Position

DIVISION: Middle School
DEPARTMENT: English

REPORTS TO: Middle School Principal

LOCATION: On-site at 4200 Davenport Street, NW, Washington, DC
TERM: Mid-September - October, 2026

JOB STATUS: Full-time, temporary
FLSA: Exempt

BENEFITS: Ineligible
COMPENSATION: Prorated salary, based on experience
Note: Applications will be reviewed on a rolling basis.

Georgetown Day School, an independent, co-ed day school in Washington, D.C., seeks a long-term sub for Middle School English for mid-September through October 2026 (end date to be determined). We are looking for a candidate who is brilliant at making literature relevant and engaging for middle school-aged students while supporting the development of their reading, writing, speaking, and analytical skills. The ideal candidate will have a passion for literary analysis, as well as a commitment to the planning, grading, and student-centered work necessary to secure students' writing and communication skills. The Middle School English Department is a highly collaborative team that works together to develop, edit, and pace our curriculum. This teacher knows middle schoolers, loves them, and can support them as they grow and develop. As a diverse, inclusive school devoted to social justice and preparing students to live and work in an increasingly globalized and multicultural society, GDS is interested in professionals who embrace this mission.

Primary Responsibilities

• Teach four sections of middle school English (2 sixth grade and 2 seventh grade)

• Serve as a 7th-grade advisor, supporting the academic and social well-being of a small group of students, and steward the family/school partnership

Additional Responsibilities

• Fulfill other duties as assigned.

• Attend additional meetings and responsibilities beyond school hours, as needed.

• Attends grade-level trips as assigned.

Qualifications

Education and Experience

• Three years or more of teaching experience, particularly at the Middle School level are preferred.

• A B.A. in English, Education, or a related field is required.

• Strong background in writing and literature.

Key Competencies and Skills

• Develop and or present engaging lessons related to writing and literature.

• Engage effectively with middle school-aged students in a classroom setting.

• Effective communication with colleagues to provide students with the best possible educational experience.

Americans with Disability Specifications

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.

D.C. Wage Transparency Act Disclosure

Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year, and each year of experience equates to approximately $1,000 to 1,500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability).

For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: -at-gds

To Apply

Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: To find out more about the school, candidates should visit our website at For full-time, permanent roles, a summary of employee benefits are available on the GDS website: -at-gds

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.