Upper School History Teacher

Our Mission

Westmark School is a creative and supportive college preparatory school dedicated to educating, empowering, and celebrating students with distinct learning styles, providing the tools necessary to achieve successful and fulfilling futures.

Position Summary

Westmark School seeks a dynamic Upper School History Teacher with strong content expertise and a passion for working with neurodiverse learners, particularly students with language-based and attentional differences.

This Upper School role includes teaching five classes in Grades 9–12 and delivering a skills-based history curriculum that builds reading, writing, executive functioning, research, social-emotional, and technology skills. The ideal candidate has experience providing explicit, high-quality reading and writing instruction.

Westmark’s holistic approach allows flexibility in selecting literature and historical content to strengthen foundational academic skills. Candidates should demonstrate knowledge of current research and best practices in literacy instruction, as well as experience with language-based learning differences or special education settings. The role also requires integrating executive functioning support and using a Universal Design for Learning approach.

Position Start Date: August 5, 2026

Essential Duties and Responsibilities

• Teach five sections of Upper School History across the grade levels to students with language-based and attentional learning differences.
• Serve as an Advisor and deliver daily Advisory lessons.
• Utilize and monitor student data to inform instruction.
• Submit weekly lesson plans to the History Department Chair and Division Director.
• Integrate technology into the curriculum and utilize data to drive instruction.

• Master's degree in History, Education, or related field.
• Teaching experience in a similar setting, with a focus on neurodiverse learners.
• Experience with explicit, high-quality reading and writing instruction.
• Knowledge of current research and best practices in literacy instruction.
• Experience with language-based learning differences or special education settings.
• Familiarity with Universal Design for Learning approach and executive functioning support.