K-2 Support Teacher

Position: K-2 Support Teacher Report to: Lower School Division Head Department: Faculty

FTE: 100%

Work Hours: 7:45 a.m. - 4:00 p.m. (Monday - Friday) FLSA Classification: Salary, Exempt Salary Range: $69,727.00 - $77,292.00 Based on Faculty Pay Scale and Years of Experience Agreement Dates: August 16 - August 15 annually (First-year employees required to attend orientation on campus up to 2 business days prior)

OVERVIEW

The K-2 Support Teacher reports directly to the Lower School Division Head and is responsible for supporting the classroom teachers with delivering the classroom program and curriculum as aligned with the School’s mission. Additionally, they may support students in some special area classes and work in partnership with the lead Special teacher. In all contexts, they support the creation and maintaining of a supportive environment, ensuring the safety (physical and emotional) of all students during all activities and interactions. The K-2 Support Teacher is also responsible for fostering professional relationships with students, parents/guardians, and colleagues through timely, clear, and kind communication. The K-2 Support Teacher needs to have a strong interest in growing their skills with teaching the foundational skills of English language arts, math, social studies and social emotional learning. The K-2 Support Teacher should also have an awareness of the range of academic, social and emotional developmental levels of their specified grade(s). Additional role-specific responsibilities for the K-2 Support Teacher may include: Doing recess and lunch duties Serving as an athletics coach Attending outdoor ed Additional duties with respect to admissions process

SKILLS & COMPETENCIES

Previous experience teaching, coaching, supporting elementary age students and appreciation for this age group A strong interest in learning and implementing 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 General competency with technology skills to track student attendance, access planning materials, and

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 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

QUALIFICATIONS AND EDUCATION REQUIREMENTS

Bachelor’s degree, in Education or a related field preferred. Experience working with elementary age children in a classroom 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) A strong interest in learning and implementing 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. A strong interest in learning and implementing 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. SF Day Community Expectations In 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. Employees 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. 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. 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. Are lifelong learners. We are committed to continuous professional growth and lifelong learning. 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. Partner with families. We believe in the importance of the home‑school partnership and partner with families proactively and positively. Communicate with professionalism and care. We communicate with professionalism and care to each other and our students. 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. Teachers 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. Understand the arc of child development. We align our pedagogy and content to this developmental arc. 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. Plan for predictable variability in the learning profiles of students. We provide multiple means of representation and engagement, as well as support and extension, what we teach and assess. 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. 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. #J-18808-Ljbffr National Association of Independent Schools