French Teacher (Part-Time)- Middle and Upper

Status

• Part-time (Exempt)
• Classification: 10-month
• Faculty
• Location: In-person instruction at the St.
• David's
• School
• Schedule: 2-3 classes per academic year

Start Date: August 6th 2026

About St. David's School

St. David's School is a non-covenant Christian school serving students from Pre-Kindergarten through Grade 12 in Raleigh, North Carolina. Our mission, rooted in 2 Peter 1:5, is to be an independent school of academic excellence that prepares young men and women for college and life by challenging them to excel in the vital areas of Christian faith, virtue, and knowledge.

Our faculty and staff are practicing Christians who teach, coach, and mentor from a thoroughly Christian framework — one that plumbs the depths of wisdom, history, culture, and the wonders of the physical world to develop students in heart, soul, mind, and strength. Though not a church, we are a worshipping community in thought, word, and deed, doing our imperfect best to follow the Way of Christ in hospitality and humility. We welcome students and families of all backgrounds and faith traditions who share an affinity for our mission and core values.

Position Overview

St. David's School seeks a skilled, passionate, and mission-aligned educator to join our faculty as a Part-Time French Teacher. This position carries responsibility for 2–3 sections spanning the Middle School (Grades 6–8) and Upper School (Grades 9–12), with instruction tailored to meet students where they are — building proficiency, fostering appreciation for Hispanic and Latin American cultures, and cultivating confident communicators. The successful candidate will be a collaborative colleague who brings subject-matter expertise and is energized by the opportunity to influence young people through God-honoring relationship.

Key Responsibilities

• Instruction & Curriculum
• Plan and deliver engaging, culturally rich French instruction across assigned Middle and Upper School sections, differentiating for diverse learners.
• Design assessments that measure communicative competence across the four skill domains: speaking, listening, reading, and writing.
• Align curriculum with proficiency-based and standards-driven frameworks while incorporating authentic materials and real-world contexts.
• Integrate cultural study — literature, history, music, current events — as an essential component of language learning, not a supplement to it.

• Community & Collaboration
• Participate actively in divisional meetings, faculty for professional development, and the broader life of the school community.
• Communicate proactively with students, families, and colleagues regarding academic progress, concerns, and opportunities for growth.
• Contribute to a school culture defined by warmth, mutual respect, and a shared commitment to each student's flourishing.
• Support co-curricular and school-wide events as schedule and role permit.

• Professional Practice
• Maintain thorough, timely records of student progress and submit grades and narrative comments in accordance with school deadlines.
• Pursue ongoing professional growth in world language pedagogy, proficiency assessment, and culturally responsive teaching practices.
• Embrace feedback as a tool for growth and engage constructively with instructional coaching and peer observation.

Qualifications

• Required
• Bachelor's degree in French Modern Languages, Education, or a closely related field; advanced degree preferred.
• Native or near-native fluency in French with strong command of written and spoken English.
• Demonstrated experience teaching French at the middle school, secondary, or collegiate level.
• Knowledge of proficiency-based language instruction and communicative language teaching methodologies.
• A personal Christian faith and the desire to teach from a thoroughly Christian framework, modeling for students what it means to pursue excellence, virtue, and knowledge in service to Christ and neighbor.

• Preferred
• Experience in an independent school setting.
• Familiarity with ACTFL proficiency guidelines and standards-based grading practices.
• Connections to or lived experience within French speaking communities or cultures.
• Experience with project-based or immersive language learning approaches.