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 perks coverage. Great schools have outstanding 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.

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. 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 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 Assessing and reporting on student learning in accordance with curriculum standards and school practices 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 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 Working collaboratively with colleagues within the Science Department and broader Senior School Engaging in reflective practice and contributing positively to the professional community throughout the term Science literacy is developed through inquiry, curiosity, and evidence‑based thinking 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 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 Working collaboratively within established departments and school communities Leading a student‑focused team of First Responders (this is an asset, not a requirement) 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 Balance classroom responsibilities with co‑curricular and community commitments 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 Mindful of self‑care so that my presence strengthens the wellbeing of the wider community Join a collegial and well‑resourced department for a meaningful teaching term Foster scientific literacy, critical thinking, and environmental awareness Contribute meaningfully to a school culture rooted in inquiry, action, and joy 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.

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.

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 professional pathways and encourage applicants to share experiences that demonstrate their strengths as teachers, mentors, collaborators, and contributors to school life.

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.

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. #

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