Position: Lower School Lead Teacher 

Report to: Lower School Division Head

Department: Faculty

FTE: 100%

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

FLSA Classification: Salary, Exempt

Salary Range:  Low $83,887 Mid $104,974 High $132,998
Agreement Dates: August 16 - August 15, annually (First-year employees required to attend orientation on campus up to 2 business days prior)

OVERVIEW

The Lower School Teacher reports directly to their Division Head and is primarily responsible for designing and delivering the classroom program and curriculum as aligned with the School’s mission. They must create and maintain a safe and supportive environment, ensuring the safety (physical and emotional) of all students during all activities and interactions. The teacher is also responsible for fostering professional relationships with students, parents/guardians, and colleagues through timely, clear, and kind communication. The Lower School Lead Teacher will be responsible for one class of students in a specific grade level (K-5).

A lower school teacher needs to have a strong understanding of, and experience in, teaching the foundational skills of English language arts, math,  social studies and social emotional learning. The lower school lead teacher will also have a broad understanding of the range of academic, social and emotional developmental levels of their specified grade. A full-time lower school teacher has on average 80-100 prep minutes per day.

Additional role-specific responsibilities for the lower school lead teacher include:

• Serve as a coach 
• Attend outdoor ed
• Additional duties with respect to admissions process

SKILLS & COMPETENCIES

• Desire to teach elementary and/or middle 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 
  • Content-specific knowledge
• 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 fast-paced 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

TEACHING RESPONSIBILITIES 

The responsibilities below highlight the basic skills and duties of SF Day School teachers. The School may amend and modify the job description and the employee handbook at any time.  

Teaching & Learning

• Arrive on time daily to adequately prepare for class to ensure a smooth learning experience for students. Remain on campus during work hours and notify your supervisor any time you will not be on campus during the entire school day
• Ensure teaching and learning is developmentally appropriate, culturally responsive, and engaging to students.
  • Provide students with “voice and choice,” with clear scaffolds and supports
• Prepare lessons, units, and projects to meet learning objectives aligned to the scope and sequence and supervisor feedback.
  • Establish and communicate clear objectives for lessons, units, and projects to students and families.
• Create, assign, and grade various and timely formative and summative assessments for students to promote a culture of feedback and accountability.
  • Provide rubrics or tools for student self-assessment before grades are given
  • Track and evaluate student academic progress
  • Provide timely feedback on student progress (academic and social-emotional)
• Supporting Diverse Learning Interests & Needs
  • Develop strategies to work effectively with students of varying abilities, including those with diagnosed learning differences and/or students who need extension
  • Participate in meetings, training, and planning sessions to fully support each child’s unique needs.
  • Work with students in various settings, including whole groups, small groups, and one-on-one.
• Proactively inform the Leadership Team whenever there are significant changes with a student and/or family, including learning goals, strengths, and growth areas.
• Partner with the Leadership Team to build and implement Student Support or Learning Plans.
  • Partner with Leadership Team for students who are undergoing a “Student Success Team” (SST) process
• Expand Learning Beyond the Classroom – Identify opportunities to connect curriculum to the Bay Area to ground learning in real life experiences.

Classroom Management and Culture

• Prioritizing Safety & Security – Design all activities, environments, and field trips with the utmost focus on ensuring the safety and security of all students.
• Building Trust & Openness – Meet each student and family where they are, fostering relationships based on trust and openness.
• Creating a Values-Based Classroom Culture – establish and maintain a classroom culture that reflects and reinforces the School’s core values.
  • Establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture.
• Addressing Behavior as a Learning Opportunity – Approach behavioral incidents as teaching moments, addressing them promptly to uphold core values and support the well-being of all 
• Students
• 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. 
• Partner with the Leadership Team as needed for identified student needs.

Parent/Guardian Partnership

• Promote the School’s mission, objectives, and policies to parents in a positive, supportive manner.
• Build a professional and cordial relationship with families, offering 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.
  • Seek help from the Leadership Team in a timely fashion when additional support or guidance is needed.
• (For homeroom and advisors) 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 and data informed assessments
  • Academic and social emotional progress
  • Provide written feedback for other teachers to share at conferences

NON-TEACHING RESPONSIBILITIES

• Adhere to the guidelines in the San Francisco Day School Employee Handbook.
• (For non-homeroom teachers and non-advisors) CCE DAYS Lead and/or support in our Community and Engagement days as designated by the CCE office.
• Actively participate in all meetings, faculty workdays, and school functions, including: but not limited to:
  • Program events
  • Admissions events
  • Advancement events
• Participate in the school’s outdoor education programs for your grade level or as directed by the supervisor.
• Serve on school committees and fulfill assigned responsibilities.
• Perform duties as designated by supervisor, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties.
• Complete required administrative tasks (e.g., HR training, progress reports) accurately and on time.
• 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.
• Report any suspected abuse or neglect to supervisor, and, if necessary, to California Family Services, following the guidelines in the Employee Handbook.

Professional Growth

• Engage in continuous development through research, workshops, school visits, and peer collaboration that contribute to school initiatives or professional goals..
• Set annual goals, conduct self-evaluations, create a growth plan, and participate in performance reviews.
• Provide data and samples to demonstrate progress toward school and personal goals

Professional Conduct and Community Engagement

• Follow all SF Day Community Expectations