Primary School Lead Teacher

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.