West Point Grey Academyis seeking aSenior School Mathematics & Physics Teacherto join our Senior School Mathematics Department on a term contract from August 28, 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 Mathematics 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 Mathematics Curriculum and the College Board Advanced Placement frameworks. This leave-replacement role offers the opportunity to join an established department and contribute meaningfully to a culture of intellectual curiosity, problem-solving, precision, and student confidence.

Ideal candidates for this role are passionate about mathematics education, enjoy working with adolescents, and create inclusive and supportive learning environments where students are challenged, encouraged, and empowered to think deeply and independently. Familiarity and experience teaching physics will be considered an asset.

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

At WPGA, you'll be directly involved in:

Teaching & Curriculum

• Planning, delivering, and assessing Senior School Mathematics courses; assigned courses could include Calculus 12, AP Calculus AB, AP Calculus BC, and AP Physics C

• Designing learning experiences that develop conceptual understanding, procedural fluency, and mathematical reasoning

• Supporting students in applying mathematical thinking to novel and complex problems

• Employing varied instructional and assessment strategies to meet the needs of diverse learners

• Preparing students for external assessments, where applicable, while maintaining balance and wellbeing

• 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 environments that are safe, inclusive, and supportive of intellectual risk-taking

• Supporting students' academic confidence and resilience, particularly in high-challenge courses

• Encouraging curiosity, persistence, and reflective thinking

Co-Curricular Involvement

• Contributing to the co‑curricular life of the school, which may include clubs, trips, academic teams, 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 Mathematics 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...

• Mathematics learning is cumulative, conceptual, and closely connected to student confidence and identity

• Student wellbeing, engagement, and safety are foundational to academic success — especially in advanced courses

• 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 senior secondary mathematics and physics, including calculus-level coursework

• Supporting students in rigorous academic programs such as AP or university-preparatory courses

• Designing lessons that balance conceptual understanding with procedural skill development

• Working collaboratively within established departments and school communities

I am able to...

• Teach advanced mathematics (ideally to the AP Calculus BC level) with confidence, care, and adaptability

• Teach physics, ideally to the AP Physics C level

• Create structured, inclusive learning environments that support a wide range of learners

• Build strong, 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 mathematics teaching practice

• Attuned to adolescent development and language acquisition

• Collaborative, adaptable, and responsive within professional learning communities

• 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

• Support students in developing confidence, curiosity, and competence in mathematical thinking

• Foster global awareness, empathy, and appreciation for linguistic and cultural diversity

• 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. The process is designed to give candidates choice while ensuring fairness, and to identify educators who will be successful and supported at WPGA.

If you require accommodations to fully participate in our process, please contactcareers@wpga.ca.

1. Screening

At West Point Grey Academy, we value both teaching excellence and the unique strengths each educator brings. To support a fair and human process, you'll answer three open-ended prompts from three clusters (Teaching & Learning,Learning Environment, andCommunity & Professionalism). This will allow you to highlight areas of authentic strength while ensuring breadth across core competencies. Your responses will be reviewed without identifiers to mitigate bias in this first assessment stage.

Use of AI is permitted, but please add a one-line note at the end of each response confirming use of AI and stating how you ensured authenticity. Briefly note why you selected these three questions. You can answer the questions on the form provided, or submit your responses on a single document and upload your file.

2. Initial Conversation (30 minutes)

Successful candidates selected to move forward in the process will be contacted to arrange an informal conversation. This is your opportunity to interview us—you will be able to ask your questions about the school and the role.

3. Authentic Belonging Interview (min 1 hour)

If successful, you will progress to final interviews, where we will discuss how your teaching practice aligns with WPGA's expectations, and how you could contribute to our school.