Description

Report to: Director of Student Support & Wellness

Department: Faculty

FTE: 100% (Full-Time)

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

FLSA Classification: Salary, Exempt
Agreement Dates: August 19 - August 15, annually (First-year employees required to attend orientation on campus up to 2 business days prior)

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

The school counselor works directly with students in promoting awareness of self, others, and the world around them, and provides students with the tools and resources for social emotional learning and growth. The school counselor also provides guidance to faculty, and families, in their support of student well being and mental health.

ESSENTIAL FUNCTIONS OF POSITION

Responsibilities and Duties:

Student Case Management

• Work with students in various settings, including whole groups, small groups, and one-on-one.
  • 1:1 time-bound interventions
  • Social groups
  • Whole class instruction (ie Health Education)
• Partner with classroom teachers to provide direct 1:1 support for students with behavioral challenges or needs as means of intervention and support
• Proactively inform the Instructional Leadership Team whenever there are significant changes with a student and/or family, including learning goals, strengths, and growth areas, specifically around social emotional learning and mental health.
• Partner with the Instructional Leadership Team to build and implement Student Support or Learning Plans, specifically around social emotional learning and mental health.
• Partner with teachers and Instructional Leadership Team to develop/write, implement and modify “Student Support Plans”
• Partner with Instructional Leadership Team for students who are undergoing a “Student Success Team” (SST) process

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 Director of Student Support and Wellness and 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.

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 (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.
• Participate in fall and spring parent/guardian teacher conferences, as needed, 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.
• Seek help from the Instructional Leadership Team when additional support or guidance is needed

Additional Non-Teaching Responsibilities

• Participate in grade level coffees in fall and in spring to provide parents/guardians information and guidance around tools and strategies to support social emotional growth of students from a developmental perspective
• In partnership with the Director of Student Support and Wellness, lead school-wide initiatives and professional learning opportunities focused on social emotional learning and wellness
  • In Middle School, focus on the Advisory Program
• Perform duties as designated by the Division Head, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties.
• 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 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
• Collaborate with colleagues to fulfill the School's Mission and Values and Community Expectations
• 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

Requirements

QUALIFICATIONS AND EDUCATION REQUIREMENTS

• Master’s degree in school counseling strongly preferred, clinical social work, psychology, marriage and family therapy, or related field with emphasis in education
• A minimum of 2 years’ supervised counseling experience
• A minimum of 2 years’ direct work in a school environment
• Knowledge of current principles, techniques, and objectives of school counseling, educational philosophy, and psychology; educational tests and research methods
• Strong verbal and written communication skills
• 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.

PHYSICAL REQUIREMENTS

• 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 lbs

At San Francisco Day School, we are committed to creating an inclusive environment and are proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

Salary is commensurate with experience