Middle School Social Studies Teacher

Catherine Cook School•Chicago, IL

12h•Onsite

About The Position

Cook is a vibrant and inclusive learning community where curiosity, connection, and compassion are at the heart of everything we do. We are dedicated to developing creative, collaborative problem solvers who tackle global challenges from multiple perspectives. Our dedicated faculty and staff help students from preschool through 8th grade become empowered learners and leaders. All Cook employees are trained and supported in incorporating wellness and belonging into their work with students and adults. Diversity, equity, and inclusion (DEI) and social-emotional learning (SEL) are the cornerstones upon which we build a curriculum and community. At Cook, we commit to all community members being active learners, from our preschool students to us as adults. We invite you to consider how Cook will benefit from having you, along with your experiences in educating and learning, as a part of our community. The Middle School Social Studies teacher will strengthen the Cook community by bringing thoughtful inquiry, collaborative energy, and a deep commitment to student voice and ethical engagement to the Middle School division, Grade Level Teams, and the Social Studies Department. Through inquiry-driven instruction, meaningful dialogue, and active participation in curriculum development, this educator will help cultivate a cohesive, inclusive, and intellectually vibrant learning environment. By partnering closely with colleagues, engaging families, and building trusting relationships with students, the Social Studies teacher will support Cook’s mission of developing informed, empathetic, and engaged citizens who understand both the past and their role in shaping the future.

Requirements

Dynamic Social Studies educator who believes that young adolescents are capable of deep historical thinking, ethical reasoning, and nuanced perspective taking
Designs classrooms where students question narratives, examine evidence, wrestle with complexity, and engage in respectful dialogue about the human experience, past and present
Grounded in the Facing History and Ourselves framework and discipline-based historical thinking practices
Prioritizes inquiry, reflection, and connection over memorization
Sees themselves as a facilitator of meaning making and civic identity, empowering students to see history as relevant, contested, and deeply connected to their own lives
Values curiosity over coverage, questions over answers, and understanding over recall
Approaches teaching as the design of rich learning experiences that invite students to think critically, act ethically, and contribute thoughtfully to their communities
Creates learning experiences driven by essential questions, guiding questions, and enduring themes that spark curiosity and relevance
Designs instruction aligned with historical thinking skills, including sourcing, contextualization, corroboration, causation, and continuity and change
Encourages students to explore multiple perspectives, examine power and identity, and develop reasoned interpretations supported by evidence
Supports productive struggle as students navigate complexity and ambiguity in historical and contemporary issues
Builds strong, trusting relationships with colleagues and students, recognizing that learning is a social and communal process
Actively contributes to professional learning communities through co-planning, reflection, and shared inquiry around curriculum and instruction
Fosters classroom environments where students learn from one another, value diverse viewpoints, and engage in respectful dialogue even when ideas differ
Uses primary and secondary sources, case studies, and narratives to anchor learning in authentic historical inquiry
Incorporates the Facing History scope and sequence to help students explore identity, choices, justice, and moral responsibility
Encourages students to connect past events to present-day issues, fostering civic awareness and ethical decision making
Balances intellectual rigor with care, helping students engage with challenging content thoughtfully and responsibly
Integrates Visible Thinking routines to make student thinking audible, visible, and valued
Designs lessons that prioritize discussion, reflection, and interpretation over lecture-driven instruction
Establishes norms that support listening, questioning, and building on others’ ideas
Uses structured discourse protocols to help all students participate confidently and equitably
Models reflective practice by analyzing lessons, student work, and classroom dynamics to continually refine instruction
Helps students think about their thinking by reflecting on how they form interpretations, revise ideas, and grow as historians
Incorporates self-assessment, reflection, and feedback to promote student ownership of learning
Believes every student brings valuable experiences and perspectives to the study of history and society
Designs inclusive learning spaces that honor students’ identities and promote a sense of belonging
Uses culturally responsive practices and formative assessment to support all learners while maintaining high expectations
Approaches Social Studies as a vehicle for empathy, agency, and social responsibility
Engages in ongoing professional learning related to Facing History and Ourselves, historical inquiry, and equitable instruction
Reflects on curriculum coherence, instructional strategies, and classroom culture to increase student engagement and depth of thinking
Collaborates with colleagues to ensure alignment across grade levels and a shared, student-centered vision for the Social Studies program
Bachelor's degree
0-10 years of relevant experience

Responsibilities

Connecting with and caring for students and colleagues through weekly duties and administrative tasks
Growing as a life-long learner through active participation in meetings and professional development opportunities
Applying skills as supported by training and protocols for proactive and responsive community building.
Proactively and reflectively communicating through various platforms the vision, goals, and progress of your work with both internal and external collaborators
Growing our culture of belonging and wellness through active participation in diversity, equity, and inclusion (DEI) and social-emotional learning (SEL) efforts
Serving as an Ambassador for our Enrollment Management and Development efforts
Employing Google and Outlook Applications for individual and team collaboration and communication