Job Description

Position Purpose

This full-time position requires the teacher to teach multiple subject areas to approximately 12-14 pre-kindergarten students (four years old) in a self-contained classroom that values project-based learning, collaboration, and differentiated instruction. In a nurturing environment, the classroom teacher must integrate developmentally appropriate teaching of core curriculum skills in reading and writing readiness, handwriting, math, science, and social studies. Students have access to 1:1 iPads, and teachers are expected to leverage technology, when appropriate, as an integral part of the learning experience. This position supervises students within the classroom and other assigned areas. A full-time teaching assistant is also present in the School, and students have P.E., music, art, and Godly Play, which specialists lead.

Key Accountabilities

• Guide the development of age-appropriate skills across all curricular areas.
• Foster a culturally competent classroom by establishing and maintaining a respectful and conscientious environment.
• Participate in continuous curriculum evaluation and collaborate with grade-level peers and integrated arts, drama, and technology specialists to extend and enrich the curriculum.
• Collaborate with the grade-level team on curriculum planning, evaluation, and direction. As part of that work, the grade-level team will ensure the curriculum aligns with the progression of Primary School skills in all subjects taught.
• Serve on one or more subject-specific vertical teams to ensure curriculum alignment and appropriate skill progression through Primary and into Lower and Middle School.
• Maintain curriculum documentation following Primary School division requirements.
• Understand and meet the developmental and academic needs of pre-kindergarten students of varying academic, social, and emotional abilities. Differentiate instruction to meet individual student needs.
• Adapt instructional strategies to accommodate the needs of students with diagnosed learning differences according to the accommodations outlined in Student Support Plans.
• Provide feedback to students and parents using tools, including quarterly skill reports, in-person and video conferences, phone calls, emails, and one-on-one meetings. The teacher is expected to write thoughtful, meaningful, and well-articulated comments that reflect students’ progress and give specific direction for growth.
• Maintain daily lesson plans and effectively use the Student Information System, Learning Management System, and other online tools. The teacher is expected to record attendance, grade books, and reports electronically.
• Attend and contribute to regular grade‐level, vertical, divisional, and all-employee meetings.
• Fulfill other duties as assigned, such as lunch, recess, and carpool duty.
• Adapt curriculum and instructional modalities based on whether learning occurs on campus, at home, or in a hybrid/blended environment. Demonstrate technical proficiency and the ability to plan, organize, teach, and communicate in a combined in-person/online class and synchronous and asynchronous online environments.
• Assist with planning and participating in class field trips, whether virtual or day trips.

Opportunities and Challenges

The teacher plays a pivotal role in the life of a St. John’s student. The teacher is a team member who helps students develop the habits, skills, and attitudes they will continue to hone throughout Primary School. The teacher must:

• Model the St. John’s Code of respect, responsibility, honesty, and care.
• Demonstrate clarity in verbal and written communication.
• Demonstrate strong listening skills.
• Embrace the School’s Episcopal Identity, ethos, and commitment to respecting the dignity of each individual.

Growth Mindset

• Collaborate with colleagues on the development of curriculum and practice of instructional strategies.
• Leverage the Student Formation Team's knowledge, skills, and abilities to support students’ academic, social, and emotional needs.
• Pursue growth in relevant technology skills.
• Network with peers at other local and national independent and Episcopal schools.
• Demonstrate commitment to personal and professional growth. 
• Able to meaningfully receive, reflect on, and apply feedback to professional development.
• Attend conferences and professional meetings to remain current with grade-level curriculum, instructional strategies, culturally responsive instruction, and social and emotional learning.

Qualifications

• A bachelor’s degree is required; an advanced degree is preferred.
• A minimum of three years of experience teaching early childhood or lower elementary grades. Independent school experience is preferred.
• Demonstrated ability to design and deliver lessons in hybrid/blended and online learning environments.
• Experience with Responsive Classroom is a plus.
• Must meet minimum technology proficiency standards, including the ability to work in online Student Information and Learning Management Systems, schedule and conduct classes via Microsoft Teams and Zoom, and use the Microsoft 365 suite.

Physical Requirements

• Ability to lift approximately 30 lbs.
• Ability to work for extended periods, including weeknights and weekends when required.
• Ability to work with children and adults in indoor and outdoor settings.
• Ability to work in on-campus, home, and field trip settings.

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