Third Grade Teacher - Temporary Long Term Sub

Third Grade Teacher
- Temporary Long Term Sub

Time Frame:
January
- April 2027.

At Children’s Day School, what you learn and who you become are equally important.

Children’s Day School (CDS) is a welcoming community in the big city, a farm and garden among urban streets, an advocate for change and uplifting progressive values, an independent school with down-to‑earth values, and an institution that is always asking how we can do this better.

We strive for balance so students become both academically successful and grounded. They leave CDS confident, with the humility to listen and the resolve to speak up for what they see as right.

CDS is a co‑educational preschool through eighth grade school serving over 450 students in the Mission Dolores neighborhood of San Francisco with two campuses, two sheep, and lovely people.

To learn more about CDS, visit our website
-sf.org.

Lower School Teachers at CDS work as a co-teacher in their classroom. In this partnership, teachers work together to implement curriculum and best support the needs of the learners in the class. Lower School Teachers also work as part of a grade level team to ensure the continuous development of grade-level curriculum in alignment with the school’s mission and core learning beliefs.

Lower School Teachers root their practice in inquiry dents will develop agency over their own learning and teachers will help to facilitate the integration of topics and concepts throughout the curriculum to best develop skills as competent learners through the years.

Our Lower School Teachers engage in rigorous discussion and developments that align to the initiatives and goals of the school and division. They bring a critical lens to discussions and are collaborative and solutions-orientated. Our Lower School Teachers are proactive in their approach to learners, families, and team dynamics. Collaboration is key in our co‑teaching model so robust communication skills, curiosity, and a dedication to building a productive team are essential.

CDS Educators have identified and aligned on these five essential teaching practices to guide instruction and learning in the classroom. Applications should excel in using these practices and be able to apply them to curriculum and unit design across all content areas they are responsible for.

• Co-Lead the development and implementation of grade-level curriculum so that it is both accessible to a diverse population of students and meets the intended learning goals of the division.
• Provide a hands‑on, inquiry‑based learning with an integrated approach to creatively embed concepts and themes into the curriculum.
• Work alongside a partner teacher, and grade-level teaching team, to plan and develop curriculum and learning opportunities for students. This can occur through frequent and open communication as well as planned weekly collaboration meetings.
• Manage collaborative learning groups and demonstrate effective and proactive differentiation strategies to meet the needs of a diverse learning population.
• Provides coaching and feedback to a diverse population of students with conferences and with individualized support for learners.
• Nurture a culture of social justice, inclusion, and action in the classroom through the curriculum, conversations, and community‑based learning.
• Develop and implement formative and summative learning assessments and approaches that will consistently and continuously provide a basis for giving students feedback and reporting student progress.
• Design purposeful assessments and performance tasks to best understand student learning track progress and student’s development of…