Senior School French Teacher (1 year term contract)

West Point Grey Academy is seeking a Senior School French Teacher to join our Senior School Modern Languages 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 French 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 for French/Core French (Grades 8-12). This leave-replacement role offers the opportunity to join an established department and contribute meaningfully to a culture of curiosity, global awareness, student voice, and inclusion.

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 French courses (Grades 8–12) in alignment with the BC Curriculum


• Designing learning experiences that develop students' listening, speaking, reading, and writing skills through meaningful, contextualized communication


• 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 environments that are safe, inclusive, and supportive of risk-taking in language learning


• Supporting students' social, emotional, and academic wellbeing through a relational, student-centred approach


• Encouraging curiosity, empathy, and openness to diverse perspectives and cultures

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 Modern Languages 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...

• Language learning is relational, communicative, and closely tied to student identity and confidence


• Student wellbeing, engagement, and safety are foundational to effective learning


• 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 secondary‑level French or supporting French language learning in a school setting


• Additional teachable subjects in areas such as Socials Studies or English (not required, but an asset)


• Designing engaging, inquiry-based, and communicative language-learning experiences


• Supporting diverse learners through inclusive and responsive instructional practices
  


• Working collaboratively within established departments and school communities

I am able to...

• Teach the BC French Curriculum (Grades 8–12) with confidence, care, and adaptability


• Create safe, positive learning environments that encourage curiosity and risk-taking


• 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 teaching practice


• Attuned to adolescent development and language acquisition


• Adaptable, collaborative, and curious 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 French


• 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 contact [email protected].

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, and Community & 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.

As part of our application process, short-listed candidates will be invited to submit a brief video in French to elaborate on a written response, providing an opportunity to demonstrate spoken language proficiency. 

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 (2 hours)

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.