Job Details

Description

Teaching Fellows are paired with a Lead Teacher and class of students for the academic school year. In their role, they support Lead Teachers and Subject Area Teachers in classroom management, teaching, and other administrative and clerical tasks. They are mentored by their Lead Teachers as they learn and hone their craft with an eye toward becoming a Lead Teacher. The program is designed to be initially a two-year one. Teaching fellows have the option to reapply once their two-year term is complete but are not guaranteed placement. Agreements are reassessed and renewed annually and grade-level placements are subject to change. Completing the Teaching Fellows program at SF Day does not guarantee a lead position at the school.

Responsibilities and Duties:

• Assist Lead Teacher(s) with all planning, teaching, and administrative tasks.
• Guided by the Lead Teacher, teach whole class and small group lessons.
• Collaborate with special teachers in classroom management.
• Collaborate with colleagues in pursuit of fulfilling the School's Mission, Vision, and Values.
• Attend and participate actively in all meetings and faculty work days called by the Division Head, Director of Teaching Fellows, and/or Head of School.
• Attend additional school functions, including but not limited to Back to School Nights, Curricular Nights, Admission events, and Grandparents and Special Friends Day.
• Participate fully in the school's outdoor education programs as directed by the Director of Teaching Fellows.
• Perform duties as designated by the Director of Teaching Fellows, including but not limited to arrival, dismissal, classroom transitions, lunch and recess duties.
• Participate fully in the school's substitute/coverage program.
• Guided by the Lead Teacher, maintain regular and open communication with parents/guardians. All substantial written communications should be previewed by the Lead Teacher and copied to the Lead Teacher and Division Head.
• Guided by the Lead Teacher, respond to parent calls or emails within 24 business hours.
• Proactively inform the Lead Teacher whenever there are significant concerns or high points or positive growth with a student worthy of note.
• Perform all required administrative tasks in an accurate and timely manner.
• Report and sign in to work no later than 15 minutes before the students are scheduled to arrive, and be available on campus until 4:00 p.m., Tuesday through Friday, and 5:00 p.m. on Monday or another day designated as the regular weekly all-community meeting time.
• Remain on campus during the school day or leave and sign out only with prior permission from the teacher's supervisor, and do not pre-plan off-campus appointments when the employee is on-call for substitute/coverage duty.
• Provide ample advance notice for planned and approved days-off and record such leave in the appropriate HR platform. Do not schedule such absences immediately before and after a school vacation or on parent conference days.

Required Skills/Abilities

• Bachelor's degree.
• Prior experience working with children in the target age group for at least 1 year.
• Desires to teach school-age children and the ability to adapt to their developmental status.
• Desires to work collaboratively with a team of teachers to implement an engaging and responsive curriculum which incorporates a range of teaching methods.
• Strong supervisory and leadership skills to manage and guide the classroom.
• Excellent verbal and written communication skills.
• Excellent interpersonal skills with the proven ability to maintain professionalism and tact in high-stress situations.
• Excellent organizational skills and attention to detail.
• Creative analytical and problem-solving skills.
• Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital files).
• Strong work ethic, collaborative skills, flexibility, sense of humor, high emotional intelligence.

Preferred Qualifications:

• One year or more of relevant experience working in education.
• Some understanding of pedagogy and best education practices.
• Experience working with a wide range of people of diverse backgrounds.
• Independent school experience.
• Experience with differentiation techniques such as Universal Design for Learning (UDL).
• Experience with Responsive Classroom and Restorative Justice practices.

Education and Experience:

• Bachelor's degree.
• Ongoing maintenance of all requirements regarding professional courses and in-service required.
• Prior teaching experience is highly preferred.

Supervisory Responsibilities

The Teaching Fellow does not have direct supervisory responsibilities; however, they will supervise the behavior of students in the classroom, on school grounds, and on educational trips.

Position Type and Expected Hours of Work

• 7:45 AM start time - 4:00 PM end time.
• Attend evening and weekend events as required.

Physical Requirements

• Must be able to lift up to 25 pounds at times.
• Must be able to traverse school facilities and lead students to safety in the event of an emergency.

Work Environment:

• 90% Indoors, 10% outdoors (PE Teachers 60/40).
• Ability to move around the classroom and playground to attend to individual or small groups of students.
• Occasional requirement to lift more than 30 lbs.
• Stand for an extended amount of time.

Community Expectations for SF Day Employees:

Adhering to the Community Expectations below is part of every employee's Professional Growth Plan.

Employees:

1. Are compassionate and kind, to ourselves and others - we work together as active contributors in a connected community.
2. Are prepared - we have the appropriate training, knowledge and skills regarding the developmental characteristics and needs of this age group. We complete our individual responsibilities with professionalism and fidelity.
3. Are reflective and accountable - we take time to consider the intent and impact of our actions and repair harm done for the betterment of the community.
4. Are lifelong learners - we are committed to continuous professional growth and never stop learning.
5. Put children first - we are “child centered” both in and out of the classroom. We treat each child as an individual and with respect and dignity. We create a safe environment in which students grow in both autonomy and the ability to work and play together.
6. Partner with families - we believe in the importance of the home-school partnership and partner with families in a proactive and positive manner.
7. Communicate with professionalism and care - we communicate with professionalism and care to each other and to students.
8. Uphold high expectations, for ourselves and our students - we believe that it is all of our work to create a learning and work environment that fosters personal integrity and social responsibility.

Teachers:

1. Are skilled at teaching their subject area and grade level(s) - we are constantly deepening and evolving our craft to ensure best practices. We know how we teach is as important as what we teach and growth requires feedback, reflection, and change.
2. Understand the arc of child development - we align our pedagogy and content to this arc.
3. Create an engaging, culturally responsive classroom - we recognize and value the importance of actively engaging students' learning. We honor students' cultural displays of learning and meaning making and respond positively and constructively.
4. Plan for predictable variability in the learning profiles of students - we provide multiple means of representation and engagement as well as support and extension in both what we teach and how we assess.
5. Provide clear, consistent classroom norms and logical consequences - we provide feedback to students with clarity and care and guide them through the reflective and restorative process. Students know what to expect and what's expected of them.
6. Provide clear learning goals and objectives - we ensure that students know what they are learning, when they are learning it, and why they are learning it.

In following these community expectations, we strive to create:

• a working environment for employees so they feel grounded in purpose and seen and respected at school.
• a learning environment for students to gain the skills and knowledge to grow into global citizens, who take care of themselves, each other, and our world.

Examples of

• Promote positive relationships between and among all internal and external constituents of the school by maintaining the highest level of professionalism, including but not limited to those aspects detailed in the employee handbook, and acting in a manner consistent with the School's Mission and Values.
• Support everyday needs of the community, including student-facing responsibilities, such as safety drills and recess/lunch duties.
• Commit to ongoing professional development and growth to reflect the demands of the position and the strategic priorities of the School. Our school has a generous professional development budget and we strive to model the goal of being lifelong learners.
• Serve as an active participant in the school's commitment to Community Culture and Engagement. Attend all-school, on-campus professional development seminars, participate in all-school “reads” of important literature in the field, and actively participate in modeling our mission and work in DEI.
• Per CA statutes, all School employees should be able to pass a Federal and State background check, provide a negative TB test, and maintain professional behavior during the period of employment. The employment offer is contingent upon these requirements.