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Teacher of Spanish (Grades 5-8: 80% time negotiable)
San Diego French-American School
| OVERVIEW This is an 80% of full time (negotiable) middle school Spanish-as-a third language teaching position reserved for native speaker applicants (curriculum goals equivalent to high school Spanish levels 1 and 2) within a leading edge PK-8 international school in La Jolla (San Diego) with a compelling mission and strong, well-defined core values. If a full time position is an absolute requirement for interested standout candidates, please send your candidacy documents for consideration as this can be negotiable. Each class in grades 5-8 at SDFAS (two sections per grade) meets two times per week. Also part of the load is the teaching of once-weekly supplementary course components for hispanohablantes and for newly arriving beginners, this as part of a new PK-8 curricular sequence that the teacher will construct in collaboration with the grades PK-4 teacher. SDFAS students tend in most cases to require less classroom time per week due to their already-acquired bilingual English-French proficiency. In the 2021-2022 school year, SDFAS students will benefit from a newly designed and implemented Spanish-third-language curriculum sequence in grades PreK-5 beginning that will feed into our longstanding middle school program. SALARY & BENEFITS Excellent benefits and salary commensurate with qualifications and experience:
HOW TO APPLY To apply, please send an email to the attention of Mark Rosenblum, Head of School (employment@sdfrenchschool.org) with a single PDF scan in attachment comprising:
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POSITION REQUIREMENTS
SDFAS EDUCATOR COMPETENCIES: Cultural competencies. Demonstrated cross-cultural, inter-relational and active listening competencies; strong personal and professional interest in, and experience with, helping build and sustain a school culture centered around best practices in diversity, equity and inclusion as a top priority. Pedagogy. Employ brain-based approaches, growth mindset teacher language, and approaches that serve to develop grit, best practices in differentiated instruction and assessment and teaching to multiple intelligences, this to individualize the educational experience in ways that ensure learning and growth for every student; understand and apply well-known foundational education theories (Montessori, Reggio-Emilia, Vygotsky, Piaget, Dewey, SLA researchers of general renown...) such as constructivism, experiential education, etc. Stages of human development. Account for researched characteristics of development stages in teaching and interacting with students and their parents. Are knowledgeable about and experienced with middle school age children and demonstrating highly effective skillsets in the domain of classroom management, pacing and efficient use of classroom time with students. Are familiar with key concepts such as Maslow’s hierarchy of needs, etc. Curriculum, unit, lesson and project design. Uses backward planning in designing curricular units (formative and summative), meaning to begin by clearly articulating the essential learning outcomes (content and skills) prior to deciding the pedagogical methods, materials, pacing, out-of-class assignments, and type(s)/frequency of formative and summative assessment; Engages students (and colleagues) in project-based teaching and learning, cross-disciplinary units and multilingual educational endeavors; makes frequent connections to what matters most to today's students, consistently taking into account, referencing and making connections to the realities of the world of their generation and lived experience. Academic teaching and social-emotional learning. Employ a variety of effective student-centered teaching approaches that integrate into academics a focus on activities that cultivate social and emotional skills as well as competencies in the domain of diversity, equity and inclusion Educational technology. Possess experience and expertise integrating educational technology to advance and enhance curricular objectives and support highly effective teaching, learning and collaboration (preferably within a one-to-one Chromebook program using Google Suite and Classroom, GoGuardian and various cutting edge in-person and remote-teaching applications such as pear deck, etc. Professional development. Demonstrate self-motivation and personal desire to further grow and develop as professional educators by seeking ever greater knowledge and deepened teaching and learning skill sets through workshops and seminars; reading and research; visiting the classrooms of colleagues and watching them teach; professional networking and regular review of useful educational social media feeds; piloting innovative projects on one’s own as well as in collaboration with others; offering to model and share best practices, take risks, and acquire knowledge and skills based on trial and error, this through self-reflection and voluntary solicitation of critical feedback from expert colleagues. Communication with parents. Are honest with parents in regularly reporting observations and facts about academic performance, social and emotional skills, and behavior or mindset issues. Possess skills to effectively manage difficult conversations (favor telephone or zoom over using email, model healthy communication, set boundaries, call out inappropriate tone or aggressivity, avoid defensiveness, depersonalize, empathize, validate, remain calm, respect dignity, report objectivity, speak with clarity, seek and offer solutions, request assistance and input). |
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