Report to: Lower School Head

Department: Faculty

FTE: 100% (Full-TIme)

Work Hours: 7:45a.m. - 4:00p.m (Monday - Friday)

FLSA Classification: Salary, Exempt Agreement Dates: ASAP - August 15, annually 

At San Francisco Day School, we believe that when intellect and imagination are intertwined, students delight in the discovery of connection, in their academic and creative pursuits, in their relationships, and in all that they experience here.

Every day we help our students emerge as flexible and resourceful learners. Because when we do, our students light up with the call and capacity to take on the complexities of their day and of a diverse world.

Our Mission

At SF Day we ignite curiosity. We cultivate a diverse, nurturing community that encourages learners to expand their perspectives and become their true selves. Students develop as compassionate, creative problem-solvers, prepared to thrive in an ever-changing world.

SF Day Fast Facts

• Independent, co-educational, K-8 school
• Founded in 1981
• Serving 420+ students
• Located in the heart of San Francisco

OVERVIEW

Lower School Lead Teachers teach classes in grades K-5. They are based in a homeroom for a particular grade, or they may be “Specialist” teachers who teach specific subjects across these grades (such as science lab, music, Spanish, PE,  Innovation & Technology, etc.).  This candidate would begin as soon as possible and would rotate between some of the classrooms in which teachers are expecting, but would focus on 3rd grade for Maternity Leave Coverage.  The candidate would continue as the lead in the 3rd grade classroom during the maternity leave.

ESSENTIAL FUNCTIONS OF POSITION

Responsibilities and Duties:

Teaching & Learning

• Ensure teaching and learning is developmentally appropriate, culturally responsive, and engaging to students.
• Provide students with “voice and choice,” with clear scaffolds and support
• Plan and teach classes as designated by the Division Head.
• Prepare lessons, units, and projects to meet learning objectives aligned to the scope and sequence.
• Establish and communicate clear objectives for lessons, units, and projects to students and families.
• Create, assign, and grade various formative and summative assessments for students to promote a culture of feedback.
• Provide rubrics or tools for student self-assessment before grades are given
• Track and evaluate student academic progress
• Work with students in various settings, including whole groups, small groups, and one-on-one.
• Proactively inform the Instructional Leadership Team whenever there are significant changes with a student and/or family, including learning goals, strengths, and growth areas.
• Partner with the Instructional Leadership Team to build and implement Student Support or Learning Plans.
• Partner with Instructional Leadership Team for students who are undergoing a “Student Success Team” (SST) process

Classroom Management and Culture

• Establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture.
• Create a culture of support and accountability with student behavior within the classroom by providing clear expectations, logical consequences, and opportunities to reflect and repair.
• Adapt teaching methods and materials to meet students' diverse interests and learning styles.

Parent/Guardian Partnership

• Establish a professional and cordial relationship with families focused on timely feedback on student progress (academic and social-emotional)
• Maintain regular and open communication with parents/guardians
• Communicate with parents in person or via email and/or phone. 
• Respond to parent calls or emails within 24 - 48 business hours.
• Lead fall and spring parent/guardian teacher conferences to provide up-to-date, constructive feedback for student learning and progress. These conferences should include sharing student work to demonstrate where students are academically and/or socially and propose goals for progress. 
• Middle School Advisors will lead conferences
• Seek help from the Instructional Leadership Team when additional support or guidance is needed

Additional Non-Teaching Responsibilities

• Collaborate with colleagues to fulfill the School's Mission and Values and Community Expectations
• Attend and participate actively in all meetings and faculty workdays
• Attend school assemblies, gatherings, and functions, including but not limited to:
• Program events:
• grade level, divisional, all-school assemblies
• Student-led initiatives such as affinity groups and clubs
• Admissions events
• Advancement events
• Participate in the school’s outdoor education programs as directed by the Division Head.
• Participate in school committees and fulfill tasks/responsibilities assigned for committee work
• Perform duties as designated by the Division Head, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties.
• Perform all required administrative tasks in an accurate and timely manner, including, but not limited to, HR training, progress reports, etc.
• Remain on campus during work hours and sign out only with prior permission from a supervisor
• Utilize proper HR platforms to request for time off and, if approved, submit sub plans.
• Avoid scheduling absences on faculty/staff meeting days, immediately before or after school vacation, and parent/guardian conference days
• And other duties requested by management. 

Desired Skills and Competencies: 

• Desire to teach elementary 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 
• 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 high-stress 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

• Bachelor’s degree in Education or a related field; Master’s degree preferred. 
• A minimum of 3 years of teaching experience in a lower school setting.
• Independent school experience is preferred. 
• Experience working with a wide range of students, teachers, and families of diverse backgrounds
• Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital ?les)
• Solid experience with educational technology platforms
• Experience with differentiated instruction and inclusive educational practices. 
• Desire to continue learning in the areas of pedagogical practice and DEI
• A commitment to professional growth and development. 
• Familiarity with educational technology and innovative teaching methodologies. 
• Strong work ethic, collaborative skills, flexibility, and sense of humor, with high emotional intelligence.

• 90% Indoors, 10% outdoors (PE Teachers 60/40)
• Prolonged periods of sitting at a desk and working on a computer or standing to teach
• Ability to traverse classroom and playground and adjust one’s tone and height by bending or leaning to teach each child. 
• Occasional requirement to lift more than 25 lbsIn following these community expectations, we strive to create:
• A working environment for employees to feel grounded in purpose, seen, and respected at school.
• A learning environment for students to gain the skills and knowledge to grow into global citizens who care for themselves, each other, and our world.

1. Are compassionate and kind to ourselves and others. We work together as active contributors in a connected community and focus on balance and wellness so we can show up fully for students.
2. Are prepared. We have the appropriate training, knowledge, and skills regarding this age group's developmental characteristics and needs. We complete our responsibilities with professionalism and fidelity.
3. Are reflective and accountable. We take time to consider the intent and impact of our actions and repair the harm done for the betterment of the community.
4. Are lifelong learners. We are committed to continuous professional growth and lifelong learning.
5. Put the children first. We are child-centered, both in and out of the classroom. We treat each child as an individual with respect and dignity. We create a safe environment where students grow in 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 proactively and positively.
7. Communicate with professionalism and care. We communicate with professionalism and care to each other and our students.
8. Uphold high expectations for ourselves and our students. It is all of our work to create an environment that fosters personal integrity and social responsibility.

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 developmental 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 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 what we teach and 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 routines to expect and what’s expected of them to support them in becoming empowered learners and responsible school community members.
6. Provide clear learning goals and objectives. We align to content area scope and sequence. We ensure that students know what they are learning when they are learning it, and why they are learning it.

About San Francisco Day School

SF Day is an independent, co-educational, K-8 school. SF Day educates, nurtures and inspires girls and boys of diverse backgrounds to achieve their highest academic and creative potential, to embrace ethical values and to become active contributors to their communities. San Francisco Day School welcomes and celebrates children, families, faculty, and staff that reflect the broad range of diversity in the Bay Area. The school values the strengths and accomplishments of the individuals who are part of the community and takes pride in and celebrates the diversity and special character of the community as a whole. Therefore, San Francisco Day School encourages people of color and LGBTQ+ applicants to apply.

Connections working at San Francisco Day School