Employment at Trinity
Thank you for your interest in employment at Trinity Episcopal School. Our dedicated faculty and staff play a vital role in delivering the Trinity experience to our students, one that rests firmly on the school's Mission and Core Values.
WORKING AT TRINITY
At Trinity, our faculty:
- Meet a high standard of professional and personal excellence in their work.
- Seek knowledge of current instructional theories as a commitment to understanding and professional growth.
- Demonstrate a vast repertoire of effective and engaging instructional strategies that meet the needs of students and maximize instructional minutes.
- Hold high - but not uniform - standards for and expectations of all students.
- Model, teach, and expect age-appropriate discipline and behaviors in a way that is mission-consistent and respectful.
- Meaningfully and personally engage with all students and collaborate with families in the best interest of the students.
- Actively support colleagues and work collaboratively.
- Positively and actively contribute to the life of the school.
- Understand and respect the qualities of an Episcopal school.
- Respect and seek understanding in all facets of diversity.
- Love children.
Our teaching fellows are an integral part of our Lower School. They work closely with lead teachers to deliver the strongest education and experience for our students. Our teaching fellows vary in experience and range from first-year teachers to teachers with more than ten years of experience. Their backgrounds are diverse and include degrees in education, art history, political science, philosophy, and more.
The goals of the program are to:
- Help fellows effectively partner with lead teachers and other colleagues to best serve students.
- Provide fellows with a strong and nurturing mentorship experience rich with opportunities for professional development and guidance from passionate master teachers.
- Develop teachers by helping them learn about classroom management, effective communication, and best practices in literacy and math instruction.
- Teach fellows about progressive teaching philosophies and provide exposure to life in an independent school setting.
Trinity seeks substitute teachers of the highest quality. We actively maintain a roster of qualified individuals who support our programs in the absence of full-time faculty and staff. The hiring process continues year-round for substitutes. See a complete job description. Please send an application for substitute position, a resume, and letters of recommendation to email@example.com.
- bachelor’s degree, or higher, from an accredited college or university
- excellent character
- ability to effectively deliver instruction and manage the classroom in accordance with the lesson plan provided
Preferred candidates are those who have obtained their teaching certification(s) and acquired considerable classroom experience in an elementary or middle school setting.
Trinity has a great tradition of tangible support, in terms of programs and resources, for faculty professional development. In the field of education, current research proves that the breadth and quality of a school’s professional development program is directly reflected in higher levels of student achievement. Simply, teachers engaged in active learning are the most persuasive models for inspiring student learning.
Trinity faculty members are part of an active learning community who attend workshops across the country to learn from top researchers and thinkers in numerous fields. On campus, we arrange for nationally recognized experts to coach us in improving our craft. We travel internationally to study the best practices in the world. Furthermore, we work collaboratively with colleagues, with professionals from the nearby University of Texas and with top national consultants. In addition to time spent daily collaborating with colleagues, we take advantage of the wealth of talent and experience we have on campus by designating times for professional development sessions led by our faculty and staff, including a series of late-start mornings dedicated to our Teachers as Learners & Leaders (TALL) Tuesday program.
Below are several examples of on-campus and off-campus opportunities for professional development during recent years:
- Education First Educational Tours: Paris (Understanding the Program for International Student Assessment) and Helsinki (Studying One of the Top Education Systems in the World)
- Teachers College Reading and Writing Project (TCRWP) at Columbia University Summer Institute (Reading and Writing)
- TCRWP Seminar - Pathways to the Common Core: Accelerating Achievement
- TCRWP February Mini-Institute on Content Area Literacy & the Common Core State Standards
- Learning and the Brain National Conference(s)
- ASCD’s Common Core and the Understanding by Design Framework: Planning Units with the End in Mind
- Authentic Education’s Understanding by Design Train the Trainers and Supervisors Conference
- International Society Technology Educators (ISTE) Conference
- Texas Computer Education Association (TCEA) Convention
- National Science Teachers Association (NSTA) National Conference
- Visualizing and Verbalizing training at Lindamood-Bell Workshop Conference for the Advancement of Mathematics Teaching (CAMT)
- Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching Annual Meeting
- Food and Drug Administration (FDA) and the National Science Teachers Association (NSTA) Professional Development Program in Food Science
- National Art Educators Association (NAEA) National Convention
- Positive Coaching Alliance (PCA) Workshop
- Touring an area of the world taught in Ancient History class, usually in Europe
- Educators’ Study Tour of Japan hosted by the Japan Society in New York
- Neuhaus Education Center Training (multiple areas including Multisensory Grammar and Language Enrichment)
- People of Color Conference – National Association of Independent School
- Online Education Symposium for Independent Schools (presentation titled “Effective Blended Learning in the Elementary School Setting”)
- Southwestern Association of Episcopal Schools Conference (presentation titled “Not Just a Project: Meaningful Interdisciplinary Collaboration”)
- Association for Middle Level Education National Conference in Minneapolis (presentation titled “Keeping the Spark”)
- Katherine Bomer, literacy education expert and author of Hidden Gems and Starting with What Students Do Best, conducts sessions on topics such as reviewing student work, using data to inform the design of writing workshop units, and an overview of writing workshop for new faculty.
- Kathy Collins, literacy consultant, staff developer for TCRWP, and author of Growing Readers and Reading for Real, also conducts sessions to improve our reading instruction.
- Dr. Judy Willis, neurologist and educator, led a session for faculty titled, “Neuroscience and the Classroom: Strategies for Maximizing Students’ Engagement, Memory, and Potentials.”
- Consultant Kim Montague, partner of math teaching expert Pamela Harris, conducted a day-long session for Middle School math teachers on teaching, analyzing, and writing strings lessons as part of the math classroom.
- Pia Hansen, math consultant and author of Mathematics Coaching Handbook, led multi-day sessions with K-1 math teachers discussing and modeling lessons for building number sense in young children.