Lower School Lead Teacher

Description

Position: Lower School Lead Teacher

Report to: Lower School Division Head

Department: Faculty

FTE: 100%

Work Hours: 7:45 a.m.

- 4:00p.m (Monday - Friday)

FLSA Classification: Salary, Exempt

Salary Range: Low $83,887 Mid $104,974 High $132,998
Agreement Dates: August 16 - August 15, annually (First-year employees required to attend orientation on campus up to 2 business days prior)

OVERVIEW

The Lower School Teacher reports directly to their Division Head and is primarily responsible for designing and delivering the classroom program and curriculum as aligned with the School’s mission. They must create and maintain a safe and supportive environment, ensuring the safety (physical and emotional) of all students during all activities and interactions. The teacher is also responsible for fostering professional relationships with students, parents/guardians, and colleagues through timely, clear, and kind communication.

The Lower School Lead Teacher will be responsible for one class of students in a specific grade level (K-5).

A lower school teacher needs to have a strong understanding of, and experience in, teaching the foundational skills of English language arts, math, social studies and social emotional learning. The lower school lead teacher will also have a broad understanding of the range of academic, social and emotional developmental levels of their specified grade. A full-time lower school teacher has on average 80-100 prep minutes per day.

Additional role-specific responsibilities for the lower school lead teacher include:

• Serve as a coach
• Attend outdoor ed
• Additional duties with respect to admissions process

SKILLS & COMPETENCIES

• Desire to teach elementary and/or middle school-aged students and appreciation for this age group
• Comprehensive and expansive understanding of best practices of education:
  • The arc of child development
  • Culturally responsive pedagogy
  • Diverse learning profiles
  • Classroom management
  • Responsive classroom
  • Restorative practices
  • Content-specific knowledge
• Strong supervisory and leadership skills to manage the classroom and student behavior patiently and effectively
  • Active listening skills to understand and adapt to students’ various learning needs
• Ability to effectively communicate with others and clearly express complex ideas
  • Excellent verbal and written communication skills.
  • Strong oral presentation skills to students and families
• Excellent organization and time management skills with attention to detail
• Excellent communication and interpersonal skills with a proven ability to maintain professionalism and tact in fast-paced situations
• Excellent analytical and problem-solving skills
• Strong technology skills to track student attendance and grades and present creative lessons leveraging technology to enhance student learning

TEACHING RESPONSIBILITIES

The responsibilities below highlight the basic skills and duties of SF Day School teachers. The School may amend and modify the job description and the employee handbook at any time.

Teaching & Learning

• Arrive on time daily to adequately prepare for class to ensure a smooth learning experience for students. Remain on campus during work hours and notify your supervisor any time you will not be on campus during the entire school day
• Ensure teaching and learning is developmentally appropriate, culturally responsive, and engaging to students.
  • Provide students with “voice and choice,” with clear scaffolds and supports
• Prepare lessons, units, and projects to meet learning objectives aligned to the scope and sequence and supervisor feedback.
  • Establish and communicate clear objectives for lessons, units, and projects to students and families.
• Create, assign, and grade various and timely formative and summative assessments for students to promote a culture of feedback and accountability.
  • Provide rubrics or tools for student self-assessment before grades are given
  • Track and evaluate student academic progress
  • Provide timely feedback on student progress (academic and social-emotional)
• Supporting Diverse Learning Interests & Needs
  • Develop strategies to work effectively with students of varying abilities, including those with diagnosed learning differences and/or students…