Additional information about applying to join our team for Summer 2021 will be announced this spring. Oxbridge Academic Programs leads academic programs in England (Oxford and Cambridge), France (Paris and Montpellier), Spain (Barcelona and Salamanca), and the United States (New York City). We look for dynamic, highly-motivated team-players who can help create and run enjoyable and exciting programs for 8th through 12th grade students (13-18 years old). Each summer we hire teachers to design and teach our courses, as well as administrators who serve as Program Deans, Program Assistants and Activities Directors. We invite applications throughout the year. Each year, we recruit for all our offered courses in case existing members of staff are unable to return.
To work on our programs in England, France, and Spain
If you are a graduate student, academic, or creative professional, and based in the United Kingdom and Europe, you are eligible to apply as a Teacher or Study Group Leader on our England and continental programs.
If you are a Middle or High School educator in North America, or anywhere in the world, you are eligible to apply as a Program Dean.
If you are an undergraduate or recent graduate, and based in the United Kingdom or Europe, you are eligible to apply as a Program Assistant or Activities Director.
To work on our programs in the United States
We hire teachers who are based in the greater New York area and, ideally, have knowledge of living in the city or are local residents. Teachers from elsewhere may be considered under special circumstances.
If you are an undergraduate or recent graduate, and either based in or very familiar with the New York City, you are eligible to apply as a Program Assistant or Activities Director on the New York College Experience.
Oxbridge Academic Programs does not discriminate in employment opportunities or practices on the basis of race, color, religion, sex, national origin, age, sexual orientation, disability, or any other characteristic protected by law.
We are interested in teachers in a wide variety of subjects as listed on our Courses page. For more details about each course, see the individual course descriptions. Many courses are offered in more than one place and please be aware that many English language courses are offered in France and Spain as well as language courses offered in French or Spanish. All courses offered on programs in England and United States are taught in English. Please indicate which course or courses you're applying to teach in your cover letter.
Qualifications and Experience
We are looking for graduate students (who either have obtained or are working towards an appropriate postgraduate qualification, such as an MSc, MPhil or PhD) or career academics in a variety of disciplines, as well as professionals in the creative and performing arts.
To Teach in England
We principally hire teachers who are based in Oxford and Cambridge. However, applications are welcome from candidates resident throughout the UK or indeed Europe.
To Teach in France and Spain
We principally hire teachers who are based in Paris, Montpellier, Barcelona, and Salamanca for our programs in those locations. However, outstanding candidates based elsewhere will be considered for any course. Applicants to teach language and immersion courses must be native speakers. All applicants must be conversationally fluent in French or Spanish.
To Teach in the United States
Each faculty member teaches Major and Minor classes in a given subject. Major classes run from 9:00am until lunchtime each day, including Saturdays. Minor classes run for two hours three afternoons a week. These are separate classes: the Major is a relatively in-depth study of the subject while the Minor is a series of highlights that act as a 'taster'. This sounds like a considerable amount of class time, but bear in mind that the emphasis is on having fun and engaging the students - so classes include short breaks, activities and debates, time for independent study, short walking tours and local trips to sites of curricular interest. In short, the local environment is used as an educational tool to inspire, enthuse and excite the students, along with lots of imaginative project work and discussion. It's not about cramming students' heads, but indulging their enjoyment of learning. Typically, a class is no more than 15 students so the atmosphere is more like that of a seminar than a lecture. While most teachers lead both a Major section and a Minor section of a course, occasionally courses only run with a Major section or a Minor section and not both.
We generally ask teachers to design their own course, teaching to their own enthusiasms and areas of expertise, with the aim of inspiring and enthusing students for the subject. We want to inject enjoyment and passion into every subject we offer, and that means giving our teaching faculty a certain amount of freedom to design and teach a course that they can enjoy presenting to students. We can make previous teachers' syllabi available to appointed teachers and we do ask faculty to make their course relevant to their subject's short course description, which is published on this website and in our brochure. These course descriptions do shape students' expectations. Each course should culminate in a concluding project of some kind, i.e. Drama courses stage a Shakespeare play; Architecture, Studio Art or Photojournalism work towards an exhibition; Film classes premiere their films; and other classes produce presentations, portfolios and group projects as these can be memorably imaginative and inventive, something different.
Faculty are involved in a small number of minor (but vital) roles over the month that include helping to collect students from their airport of arrival, accompanying Major classes on field trips, engaging with students outside of class, and taking students to their airport of departure on the final day. Faculty attend one Faculty Meeting a week, during which academic, disciplinary and logistical matters are discussed. Other responsibilities include supervision of 'Study Hall' (detention) after dinner one night. These duties are all part of the faculty's experience of the students, which helps develop the staff camaraderie that encourages many faculty to return year after year.
We have limited rooms for faculty who can live-in residentially. These rooms are adjacent to students or on the same staircases. This accommodation does not affect salary but is provided on the understanding that residential faculty will be present in a supervisory capacity if necessary. Please indicate in your cover letter if you are available for, interested in, or in need of such accommodation.
There are minor differences in lesson duration between some of our programs. Details can be found elsewhere on our website in each program's Student Life section. Specific program dates are available on our homepage, but please bear in mind that teachers are involved in a certain amount of preparatory work before the start their program. Teaching faculty arrive onsite three days before the students (for orientation) and leave the day after the students.
We offer competitive salaries commensurate with experience.
NOTE: Please review our Courses page to see which courses you might like to teach. We cannot accept suggestions for new courses other than those listed on the Courses page.
Our Teacher Seminars are week-long residential seminars held during summer and designed for teachers, librarians, school administrators and other educational professionals.
We are looking for Junior Research Fellows (JRFs), tenured Fellows or other professional academics.
Applicants should be based locally to our individual Teacher Seminars locations. We do not provide accommodation or travel to or from a Seminar each day.
The role of a Study Group Leader is more of a discussion leader and facilitator than a teacher. The aim is to invigorate participants’ existing interest in the subject (since they are familiar with the general topic). We’re really looking to make participants engage with a subject in new and innovative ways. In addition to the week-long commitment, appointed Study Group leaders submit short reading lists to our New York office in early May for optional preparatory reading for their Study Group participants. This helps build direction, excitement and provides momentum for a week-long Seminar.
We offer a number of Study Groups in each location (see a list of prior group offerings below) and each group meets six times during the week-long Teacher Seminar. Each meeting runs from 9.00am to 11.30am, after which Study Group leaders take their group to a local site of interest or a suitable class on a student program that we run in the same city. Meeting sessions conclude by 12.30pm. A Seminar Director is on-hand to provide support and advice if necessary and there are no afternoon or evening commitments.
In the past, we have offered English- and French-speaking Study Groups. The daily schedule involves morning, afternoon, and evening commitments, and is integrated with the plenary program of speakers, events, and field trips.
Literature and the Fantastic
Applying to College
The Library and the Academy
The Changing Library
Shakespeare in History
Why History Matters
Boundaries of Scientific Knowledge
Leadership Challenges in Contemporary Education
For details of any Study Group, as well as Seminar dates in July, please consult the Teacher Seminar section of our website and peruse our downloadable brochure. The brochure includes a detailed description of each Study Group as well as an idea of the curriculum involved.
NOTE: If interested in teaching on a student program AND leading a Teacher Seminar Study Group, applicants are very welcome to apply for both – but please indicate a preference if you have one.
We are looking for educators with at least several years’ classroom experience at the secondary level. Applicants should have experience of school trips and/or working with students in a residential environment. Successful candidates need a good sense of humor, the enthusiasm to enjoy the month as much as the students, and the experience and personality to deal consistently and fairly with them. Above all, Program Deans should convey to students the sense that they are being cared for by staff who love working with young people. Applicants who apply to work in France or Spain should be fluent in French or Spanish as well as English, with experience of living in either France or Spain.
Program Deans are typically teachers from the US or Canada, or have extensive experience of North American students. We welcome applications from teachers from anywhere in the world. On our programs in the United States, we have a larger number of international (non-North American) students so some experience of international education is especially useful. Master’s degree preferred.
Deans are responsible for the student life of a program and assist with a program's administration. Administrative duties include running the Program Office with a team of Program Assistants (generally, local undergraduates) and overseeing an area of administrative life to support the Program Director, i.e. liaison with the residence, meeting guest speakers or helping to coordinate field trip organization. Deans are responsible for maintaining program rules and policies, administering disciplinary procedures, and providing pastoral care and supervision to students. Deans work in shifts six days per week and are on-call throughout the day. It's as varied as it is fun, and a bright, enthusiastic faculty ensures that the month involves good company for students and staff alike.
Work in the Program Office involves dealing with students, parents, fellow members of staff, and program guests, and ensuring that the program runs smoothly in the broadest sense. Even when not on duty in the Program Office, Deans are a positive, engaged presence, dining in the residence, available in case of emergency, ideally involved with student activities, and contributing to the community of the program as a whole.
Please review our program dates on this website, and be aware that administrative staff arrive in residence one week prior to students arriving and remain for two days after they leave.
We offer competitive salaries commensurate with experience. Accommodation, breakfast and dinner each day, as well as travel to and from the the programs are provided in addition to the salary.
We are looking for undergraduates or young graduate students with extensive knowledge and experience of Oxford, Cambridge, Paris, Montpellier, Barcelona, Salamanca, or New York as local university students or as program alumni (see below). All applicants should be in at least their second year of university studies. The characteristics desired are a combination of positive attitude, character, camaraderie, a sense of fun and the enthusiasm and initiative to get things done. Applicants wishing to work in France or Spain must be fluent in French or Spanish.
Applicants should be local university students and deeply familiar with Oxford, Cambridge, Paris, Montpellier, Barcelona, Salamanca, or New York. Please be aware that we do not fly Program Assistants or Activities Directors to the programs from the US or elsewhere, and we look for knowledge of and familiarity with the program location to which you're applying. This means that program alumni who work for us are generally studying locally and stay in their respective university city during the vacation. If this applies to you, please explain in your cover letter.
Working as a Program Assistant is as varied as it is rewarding. Hours of work vary but Program Assistants generally work 8 hour shifts six days a week over the course of the program, based in and around the Program Office. Work in the Program Office involves dealing with students, parents, fellow members of staff, and program guests, and ensuring that the program runs smoothly in the broadest sense.
Program Assistants are generally ‘around’ for most of the time, contributing to the atmosphere of the Program Office and the program as a whole, available in case of emergency, and – as residential staff members – they dine in the residence and are a positive, engaged presence on the program. Program Assistants are also involved with the Activities program, working with Activities Directors.
Activities Directors are responsible for designing, publicizing, implementing and supervising an Activities program that is optional for program participants, but means that students are never left unoccupied outside of class. This can include everything from running sports tournaments and museum tours to organizing dances and arranging local guest speakers; the only real limitations are your imagination and a budget.
Like Program Assistants, Activities Directors are generally ‘around’ for most of the day (with one day off per week), either in the Program Office or supervising and leading Activities. Activities Directors generally spend mornings planning activities and afternoons and evenings leading and supervising them, with support from Program Assistants and other members of staff. In practice, the hours are quite long but relatively flexible and the experience extremely rewarding. As residential staff members, Activities Directors dine in the residence and are a positive, engaged presence on the program. A successful Activities Program is vital to creating a happy student body.
We offer competitive salaries commensurate with experience. Accommodation, breakfast and dinner each day are provided in addition to the salary.
NOTE: If interested in both positions, applicants are very welcome to apply to work as a Program Assistant and Activities Director – but please indicate a preference if you have one.
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