About the Position

DEPARTMENT: Middle School PE/Health Education

REPORTS TO: Middle School Principal

SUPERVISES: N/A

FLSA: Exempt

TYPE OF ROLE: Part-time

DATE: August 17, 2026

COMPENSATION: Salaried (based on experience)

BENEFITS: Benefits eligible (dependent upon course load/FTE status)

Note: Applications will be reviewed on a rolling basis.

Georgetown Day School, an independent, co-ed day school in Washington, D.C., seeks a part-time Lower Middle School Health teacher for the 2026-2027 school year. The breadth of our health program includes topics such as digital citizenship, drugs and alcohol, mental health, body and sex education. The ideal candidate is passionate about using a skills-based approach to teaching health topics to students in lower and middle school and stays current with the latest research in health and health education. Furthermore, this teacher is adept at designing age-appropriate, relevant lessons, is well-versed in various health subjects, and is enthusiastic about providing informed, accurate responses to students’ inquiries. 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 Duties and Responsibilities

• Plan and teach skill-based MS health curriculum to include topics such as digital citizenship, drugs and alcohol, mental health, body and sex education.
• Teach health units in each lower school grade level (prek-4) on health topics, including body and sex education.
• Stay up to date on current research and practice in the discipline.
• Maintain fluency in DEI practices to center student identity and uphold anti-bias practices.

Secondary Duties and Responsibilities

• Fulfill additional duties as assigned

D.C. Wage Transparency Act

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 full-time 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 compensation annually. There are additional opportunities on campus for coaching and various stipends, as well.

Qualifications

Education and Experience

• A bachelor's degree is required.
• Experience teaching at the Lower and or Middle School levels is strongly preferred.
• Three or more years of teaching experience, preferred.
• Prior experience developing and implementing health curriculum preferred.

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.

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.