LOWER SCHOOL TEACHER-RESEARCHER

Location: Richmond, VA Job Category: Full-time, Faculty and Instructional Staff Classification: Exempt Department: Lower School Start Date : 2026-2027 School Year

POSITION DESCRIPTION

Sabot School, a progressive preschool–Grade 8 school in Richmond and a leader in the Reggio Emilia Approach®, seeks a Lower School Co-Teacher-Researcher. This role supports instruction in a classroom, grades K–4 as applicable, through a collaborative, inquiry-based, and Reggio Emilia-inspired approach. Working as a co‑teaching team, the Teacher‑Researchers collaborate to facilitate a safe, inclusive, and engaging learning environment focused on the whole child. Instruction is delivered through an inquiry-based, social‑constructivist, and Reggio Emilia Approach as well as direct instruction and co‑teaching modalities. As a Teacher‑Researcher, this position offers an opportunity to work in a deeply collaborative environment where teaching is viewed as an ongoing process of research, reflection, and relationship‑building.

TO APPLY

Interested candidates should click the link below to submit the following materials. Be sure to list the position in the "position applying for" field. Letter of interest Resume Contact information for three professional references Teaches classes, performs duties, and completes reports and tasks as assigned in a timely manner, while providing effective and professional instruction, assessment, and management consistent with the mission values, standards, and policies established by the school; Collaborates with their Co‑Teacher‑Researcher and Atelieristas to guide inquiry‑driven projects with a focus on fostering student curiosity and joy of learning; Collaborates with their Co‑Teacher‑Researcher to use a variety of methods to teach Sabot’s standards‑based grade‑level curriculum with an emphasis on outdoor learning, and connection to student inquiry; Guides students’ exploration, supporting the development of metacognition, critical thinking, and problem‑solving skills; Collaborates with Teacher‑Researcher Team, the Program Director, School Counselor, and Co‑Teacher‑Researcher to support individual student needs by implementing accommodations, designing and adapting curriculum and instruction aligned with school standards, and using a variety of materials and strategies to address diverse learning needs; Works collaboratively to document each student’s learning as expressed and demonstrated using various methods, including but not limited to: observations, photographs, formative and summative assessments, projects, papers, collaborative work, classwork, presentations, class discussions, one‑on‑one conferences, portfolios, and self‑reflection on the student’s part that follows the child’s journey at the school; Builds and maintains positive, collaborative relationships with students, families, colleagues, and community partners, promoting equity, inclusion, and a strong sense of belonging; Collaborates with the Co‑Teacher‑Researcher to assess student learning, evaluate strengths and challenges against grade‑level proficiencies, and use insights to guide instruction while fostering students’ confidence, independence, and accountability; Supports classroom management and student well‑being through supervision, proactive engagement, clear expectations, and respectful communication that promotes a safe and healthy environment and school experience indoors and outdoors; Engages in ongoing professional growth and action research by reflecting on practice, generating questions, documenting learning, collaborating with colleagues, and implementing feedback to improve instruction; Participates in school‑wide service responsibilities, including conferences, meetings, events, field trips, and admissions activities and events, including occasional evening or weekend commitments.

QUALIFICATIONS

Education & Experience Education: Bachelor’s degree from an accredited college or university in Education or a related field. Experience: Prior experience working with elementary‑age children, ideally within a classroom or school‑based setting—and preferably in a progressive or Reggio Emilia‑inspired environment. Preferred Qualifications: Strong background or specialized training in early reading instruction, literacy development, or reading intervention strategies.

SPECIAL REQUIREMENTS

Must be able to successfully pass a background check. SPECIFIC TO THE LOWER SCHOOL TEACHER‑RESEARCHER POSITION Demonstrated understanding of the Reggio Emilia Approach or an eagerness to learn about the approach. Ability to co‑teach in a respectful, collaborative partnership with a Co‑Teacher‑Researcher. Experience supporting emergent curriculum and student‑centered learning. Familiarity with child development and supporting children’s social‑emotional growth. Willingness to engage in ongoing professional reflection and growth. Capacity to support a diverse community of learners with cultural responsiveness and humility.

GENERAL KNOWLEDGE, SKILLS, AND ABILITIES:

Willingness to participate fully in a dynamic day school environment in Richmond, Virginia. Demonstrates professionalism and serves as a role model by modeling honesty, accountability, understanding, tolerance, respect, love, and kindness for students. Develops and maintains professional, collaborative, and collegial relationships with faculty, staff, and community partners for the benefit of students and classes. Demonstrates professionalism, engagement, and kindness toward all children and families, regardless of race, religion, nationality, abilities, familial status, gender identity, or gender expression. Exhibits excellent communication skills, both oral and written. Establishes effective communication and relationships with students and parents. Displays curiosity, a positive attitude, flexibility, and a good sense of humor. Demonstrates creativity and flexibility in teaching practices, with a growth mindset toward professional goals and development. Guides students in discovery and understanding, fostering the development of reflective thinking and problem‑solving skills. Exhibits excellent time management skills, completing reports and tasks in a timely and professional manner. Multi‑tasks effectively, remains calm under pressure, and treats everyone with respect. Remains responsible for the supervision of students during classes and at all times while on or off campus. Learns new technology and systems as required by the program level. Adheres to all policies and procedures outlined in the Employee Handbook and Community Guide.

PHYSICAL REQUIREMENTS

Ability to stand, walk, and move around for extended periods during supervision and activities, both indoors and outdoors. Ability to lift and carry materials or equipment weighing up to 15 lbs. Capability to walk up and down two flights of stairs. Ability to respond promptly to emergencies, which may involve running, lifting, or assisting children to safety. Alertness and ability to supervise children during physical activities, such as outdoor play, while ensuring a safe environment.

SABOT SCHOOL'S MISSION STATEMENT

Grounded in inquiry and empathy, Sabot School nurtures joyful learners – resilient individuals who grow as their authentic selves while meeting challenges with confidence. An independent school for children ages 2 through 8th grade. Rooted in Reggio, guided by inquiry, growing curious, confident citizens. #J-18808-Ljbffr Sabot At Stony Point Inc