Darlington School: Private Boarding School in Georgia Employment
Darlington School: Private Boarding School in Rome, GA
Some text some message..

Thank you for your interest in Darlington.

Hiring great people is one of the most important things we do at Darlington. Your information has been received by the hiring team and a confirmation has been emailed to you. If you have questions, feel free to reply to that email.

Return to employment opportunities

This position is no longer available.

Please return to the employment opportunities page to view currently open positions.

English Teacher, Grades 6-12


Posted April 4, 2024
Closed May 8, 2024
10-Month Full-Time

The English Department at Darlington School seeks an experienced English teacher beginning with the 2024-2025 school year. A Darlington teacher fully supports the mission and values of the school and has the primary responsibility for creating the best student experience possible in support of the school’s learning framework, The Cycle of Learning. The candidate should value the craft of teaching as much as the skills and content being learned, and would join a dynamic environment of teaching professionals who are continuously growing and collaborating. 


The candidate must demonstrate mastery of fundamental literacy skills including writing, reading comprehension, and research. The candidate must also be able to teach a skills-based curriculum to a diverse group of students using research-based teaching strategies.

The ideal candidate will have classroom teaching experience and hold a relevant degree in the content area and/or teaching (master’s degree preferred). Darlington seeks candidates who can contribute to and will support the academic and extracurricular life of the School. Preference will be given to teachers who can fulfill an extracurricular need of the school, such as coaching a sport or academic team, or leading an extracurricular activity.


The clearest set of expectations for a Darlington teacher is fully described as our Academic Standards, which are highlighted below:

  • Course Design 
    • Designs a course backwards from a given skills-based curriculum map and uses a wide range of assessment tools to measure progress against learning goals.
    • Designs lessons for students to actively learn skills using the Darlington model of Discovery, Application, and Reflection.
  • Course Build
    • Course is built on consistent structure, layout, and communication using developmentally appropriate routines and practices which foster independence, confidence, and flexible pacing as well as promotes physical, social, and emotional safety and wellness.
  • Teaching
    • Builds an authentic relationship with each student as the cornerstone of learning experience.
    • Approaches the practice of teaching and learning with a growth mindset and always acts professionally and holds high expectations for him/herself. 
    • Facilitates the needs of individual learners in a safe and active learning environment.
    • Communicates effectively and uses technology proficiently.
  • English
    • Experienced with teaching the skills of English including writing, reading comprehension, literary analysis, and research.
    • Provides students with explicit, highly engaging instruction through the use of research-based teaching strategies as both the means and the end of instruction.
    • Supports the school’s goal of teaching a skills-based curriculum that develops students who create, collaborate, and effectively communicate with superior oral and written skills and who seek and analyze perspectives from multiple persons and cultures.
    • Provides individual, group and project-based learning instruction designed to meet diverse individual needs and helps students be successful and independent learners.

Core Responsibilities

  • Five classes (two or three class preparations)
  • Office Hours or study hall
  • Regular student feedback (grades, attendance, comments, etc)
  • Advising students (6-10)
  • Two iPeriods each quarter or exploratories
  • Various other responsibilities may include writing student recommendations, weekly faculty meetings or professional learning communities, substituting, committee meetings, professional development, weekend/campus activities, campus events (i.e. parents weekend, admission, etc)
  • Coaching or leading other extracurricular activities is generally expected of teaching faculty