Middle School Social Studies Teacher at Catherine Cook School

Chicago, Illinois, United States -

Full Time

Start Date

Immediate

Expiry Date

23 Jul, 26

Salary

76800.0

Posted On

24 Apr, 26

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Inquiry-based instruction, Historical thinking, Curriculum development, Social-emotional learning, Diversity, equity, and inclusion, Classroom management, Collaborative planning, Visible thinking, Ethical reasoning, Culturally responsive teaching, Formative assessment, Reflective practice, Google applications, Outlook applications, Student engagement, Civic education

Industry

Primary and Secondary Education

Description

Type: Full-Time (10-month employee) Supervisor: Head of Middle School Location: Chicago, IL, on-site Starting Date: August 2026 Why consider Catherine Cook School? 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. How will this role contribute to the growth of the Cook 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. How will I contribute and grow personally and professionally in this role? 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 What will the ideal candidate for this role embody? The ideal candidate is a dynamic Social Studies educator who believes that young adolescents are capable of deep historical thinking, ethical reasoning, and nuanced perspective taking. They design 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, this teacher prioritizes inquiry, reflection, and connection over memorization. They see 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. They value curiosity over coverage, questions over answers, and understanding over recall. The ideal candidate approaches teaching as the design of rich learning experiences that invite students to think critically, act ethically, and contribute thoughtfully to their communities. Key Attributes of the Ideal Candidate Learner-Centered and Inquiry-Based Mindset 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. Collaboration 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. Facilitator of Historical Thinking and Ethical Reflection 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. Visible Thinking and Discourse-Rich Classrooms 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. Metacognition 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. Commitment to Equity, Identity, and Belonging 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. Reflective and Growth-Oriented Educator 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. What is the salary range for this position? In compliance with IL’s Equal Pay Act, Catherine Cook utilizes a salary scale based on years of relevant experience and relevant degrees. An example for this position is a teacher with 0-10 years of relevant experience and a bachelor's degree would earn between $58,000 and $76,800. When extending an offer, Catherine Cook considers factors such as (but not limited to) the position's scope and responsibilities, the candidate’s work experience, education/training, key skills, internal peer equity, and market and organizational considerations. What else is there to know about employment at Cook? Catherine Cook offers a comprehensive benefits package designed to support the well-being and financial security of our employees. Our benefits for full-time eligible employees include: Medical, dental, and vision coverage 403(b) plan 100% of the premium covered for Basic Life insurance, STD, LTD, AD&D HSA, FSA, Dependent Care available Professional Development opportunities Generous paid time off Pet Insurance option Identity Theft Protection Catherine Cook School is an equal-opportunity employer. We recognize that skills and insights are developed through a variety of professional and lived experiences. We seek to be more representative of the communities in which we live and who we teach. We are intentionally seeking candidates who can demonstrate the core qualifications of this role through a combination of both non-traditional and traditional personal and professional experiences.

Responsibilities

The Middle School Social Studies teacher will design inquiry-driven learning experiences that foster historical thinking, ethical reflection, and civic engagement. They will collaborate with colleagues to develop curriculum and maintain an inclusive, student-centered classroom environment.