West Point Grey Academy is seeking a Senior School Science Teacher to join our Senior School Science Department on a term contract from September 1, 2026, to June 30, 2027. This leave‑replacement position is eligible for benefits coverage.
Great schools have great faculty, and WPGA has exceptional teachers and staff who are dedicated to shaping lives of inquiry, action, and joy.
West Point Grey Academy teachers and staff focus on the individual child, the whole person, and a balanced life. They give each student transformative learning experiences rooted in inquiry, shaped by action, and celebrated with joy.

Our Senior School Science teachers are valued members of the faculty who, as part of a collaborative and student‑centred department, design and deliver engaging learning experiences aligned with the BC Curriculum. This role will primarily focus on teaching Science 8-10 and/or graduate‑level Biology courses while contributing to the broader Science program as needed. The successful candidate will join a department that fosters curiosity, scientific inquiry, collaboration, environmental stewardship, and evidence‑based thinking.

Ideal candidates for this role are passionate about language learning, enjoy working with adolescents, and create thoughtful, engaging, and inclusive classroom environments where students feel confident taking linguistic risks and developing their identities as language learners.
All WPGA Faculty: Provide future‑focused programs and personalized learning experiences
Design inclusive, inspiring learning environments that promote engagement, wellbeing, and belonging
Strengthen relationships within the school community through collaboration, service, and positive culture
Place student wellbeing at the heart of teaching, learning, and decision‑making
Contribute, as appropriate, to the co‑curricular life of the school
In your first year at WPGA, you'll be directly involved in:
Teaching & Curriculum Planning, delivering, and assessing Senior School (Grades 8-12) Science courses
Designing learning experiences that develop scientific literacy, inquiry skills, critical thinking, and problem solving
Supporting student confidence and proficiency through authentic, personalized, and culturally responsive resources and activities
Employing varied instructional and assessment strategies to meet the needs of diverse learners
Assessing and reporting on student learning in accordance with curriculum standards and school practices
Student Relationships & Wellbeing Building strong, respectful, and trusting relationships with students
Creating classroom and laboratory environments that are safe, inclusive, and supportive of intellectual curiosity and academic risk‑taking
Supporting students' social, emotional, and academic wellbeing through a relational, student‑centred approach
Encouraging curiosity, empathy, and openness to diverse perspectives
Co‑Curricular Involvement Contributing to the co‑curricular life of the school, which may include clubs, trips,



cultural activities, or other programming, based on skills and school needs
Recognizing that participation in co‑curricular programming may require work beyond the typical school day, including early mornings, late afternoons, or occasional evenings during peak periods of the school year
Participating in school events, parent evenings, and community activities as part of faculty life
Collaboration & Professional Practice Working collaboratively with colleagues within the Science Department and broader Senior School
Participating in faculty and departmental meetings
Engaging in reflective practice and contributing positively to the professional community throughout the term
About You I understand that...
Science literacy is developed through inquiry, curiosity, and evidence‑based thinking
Student wellbeing, engagement, and safety are foundational to effective learning
Laboratory and experiential learning require thoughtful planning, risk management, and instructional design
Independent school teaching includes meaningful contributions beyond the classroom, particularly during busy periods of the academic year
Joining a school community in a leave‑replacement role requires flexibility, professionalism, and collaboration
I bring experience in… Teaching Biology and/or Science at the secondary level (Grades 8-12), or supporting science learning in a school setting
Designing engaging laboratory, field‑based, experiential, or inquiry‑driven learning experiences
Supporting diverse learners through inclusive and responsive instructional practices

Assessing student learning using multiple sources of evidence and provide meaningful feedback
Working collaboratively within established departments and school communities
Leading a student‑focused team of First Responders (this is an asset, not a requirement)
I am able to… Teach Science with confidence, care, and adaptability
Design learning experiences that develop scientific reasoning, critical thinking, and curiosity
Create safe, positive learning environments that encourage curiosity and risk‑taking
Build solid, positive relationships with adolescents grounded in trust and consistency
Communicate clearly and constructively with students, families, and colleagues
Balance classroom responsibilities with co‑curricular and community commitments
Contribute positively to an established team through collaboration, reflection, and shared practice
I am becoming more… Reflective and intentional in my teaching practice
Skilled at connecting scientific concepts to authentic and meaningful learning experiences
Adaptable, collaborative,



and curious within professional learning communities
Attuned to adolescent development and the diverse needs of learners
Mindful of self‑care so that my presence strengthens the wellbeing of the wider community
In my work, I want to… Join a collegial and well‑resourced department for a meaningful teaching term
Inspire students to see themselves as capable, curious, and informed learners
Foster scientific literacy, critical thinking, and environmental awareness
Contribute meaningfully to a school culture rooted in inquiry, action, and joy
About Us Founded in 1996, West Point Grey Academy is an independent co‑educational day school in Vancouver, British Columbia. Set on 18 acres with sweeping views of English Bay and the North Shore mountains, we offer future‑focused programs to approximately 940 students from Junior Kindergarten to Grade 12.
Our Process At West Point Grey Academy, we use a structured, competency‑based hiring process to create consistency, reduce bias, and focus on what matters most—teaching practice, reflection, and contribution to our school community.
As we prepare for the start of the school year, this search will be conducted on an accelerated timeline. While the process has been streamlined, we remain committed to fairness, consistency, and identifying candidates who will thrive within our community.
If you require accommodations to fully participate in our process, please contact [email protected].
1. Application Review Applications will be reviewed against the requirements of the role, with particular attention to teaching experience, subject matter expertise, evidence of student‑centred practice, and alignment with the values of our school community.
We recognize that excellent educators may arrive through different skilled pathways and encourage applicants to share experiences that demonstrate their strengths as teachers, mentors, collaborators, and contributors to school life.
2. Professional Conversation & Teaching Discussion Conversation (60 minutes) Successful candidates selected to move forward in the process will be contacted to school life.
This conversation will provide candidates with an opportunity to discuss their approach to teaching Science and Biology, supporting diverse learners, designing meaningful laboratory and inquiry‑based learning experiences, and contributing to a collaborative school community.
Candidates may be invited to share examples of lessons, assessments, or learning experiences they have designed and discuss how these experiences support student growth, engagement, and scientific thinking.
3. References & Decision Finalists will participate in reference checks focused on the competencies and experiences discussed throughout the hiring process.
Hiring decisions will be informed by evidence gathered across all stages of the process rather than any single application component, interview response, or reference conversation.

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📌 Senior School Science Teacher (1 year term contract) (British Columbia)
🏢 West Point Grey Independent School Society
📍 British Columbia