Lower Middle Spanish Teacher (26-27)

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.

Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions. Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.

About the Position

DIVISION: Lower/Middle School
DEPARTMENT: World Languages
REPORTS TO: LS/MS Principals
DATE: August 2026 - June 2027
STATUS: Full-time, exempt
SALARY RANGE: Prorated salary, based on experience.
Note: Applications will be reviewed on a rolling basis.

About the Position

Georgetown Day School seeks a Lower/Middle School Spanish teacher from August 2026 - June 2027. Rich content, creative pedagogy, and authentic relationships are essential components of a GDS classroom. The ability to provide those elements, work collaboratively with colleagues, and place students’ interests and experiences at the heart of the classroom are essential components of the job. As a diverse and inclusive school that is dedicated to preparing our students to live and work 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.

Essential Duties and Responsibilities

• Oversight of the curriculum and teaching five sections of Spanish to students in Lower and Middle School. Alternatively, the candidate may be asked to teach four sections of LMS Spanish and serve as a middle school advisor, supporting the academic and social well-being of a small group of students and stewarding the family/school partnership.

• Establish a comprehensible target language learning environment, fostering fluency by presenting the language in context

• Use ACTFL standards to guide planning, instruction, and assessment

• Commitment to leveraging effective, research-informed instructional practices and teaching through a lens of equity and inclusion

Additional Duties and Responsibilities

• Offer student support outside of class

• Engage and communicate with parents

• Meet regularly with department, grade-level teams, and attend divisional meetings

• Accomplish all tasks as appropriate. Other duties outside this description may be assigned as necessary.

• Attend grade-level trips as assigned.

Qualifications
Education and Experience

• Bachelor of Arts in Spanish required, with a concentration in Spanish Education preferred.

• Master’s degree is preferred.

• Significant experience working with Lower and/or Middle School students.

Skills

• Demonstrates strong written and verbal fluency in both Spanish and English

• Ability to teach at all levels of the target language to elementary and middle school-aged students

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: https://www.gds.org/about/careers-at-gds

To Apply

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