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Job Listing
Posted
December 7, 2021
School
Position
Second Grade Family Leave Replacement Head Teacher (Full Time)
Description
Town School for Boys seeks a full time Second Grade Head Teacher Family Leave Replacement beginning on March 21, 2022 through the end of the school year; June 2022. The position requires working collaboratively with the full time Assistant Teacher.


Duties and Responsibilities of the job include:

This position involves teaching one section of 23 students. There are weekly faculty meetings, lunch, and recess duty obligations. The position also involves conducting daily student morning meetings as well as supervision of daily recess breaks for students.


Desired Qualifications and Skills Include:

This position involves working collaboratively with a team of teachers, including the classroom assistant teacher, and the head teacher and co-teacher in the partnering 2nd grade class. The ideal candidate will have a minimum of two years of teaching and experience working with elementary age students. The candidate will have deep knowledge of the instruction of reading, writing, spelling, mathematics, science and social studies. It is the expectation that all Lower School teachers use the Readers and Writers Workshop Model. Candidates should demonstrate passion for working with Lower School students and be knowledgeable about this developmental stage of growth. The candidate should have a strong background in the area of social and emotional learning which is integrally connected to the academic curriculum at Town. We ask that candidates be comfortable with the Responsive Classroom approach. The position involves collaborating closely with grade level colleagues, teachers in other grades, the Director of Teaching, Learning and Innovation, and the Lower School Head. Candidates should be strong in their use of technology tools for teaching. Collaboration with the librarians and educational technologists is also expected. Good communication skills are essential.

Classrooms are equipped with Smartboard technology and interactive software which teachers utilize to enhance instruction for students. In addition, all students have access to iPads in the classroom which students use for online resources across the curriculum. Instructional approaches and course content should be differentiated to suit a range of learning levels and styles and reflect a diversity of perspectives and backgrounds. The ideal candidate will demonstrate a commitment to developing and implementing innovative approaches to learning, such as using project-based learning, inquiry, and teaching for understanding/understanding by design. Cultural competency is an expectation of this candidate including integration of diverse perspectives and global awareness into the curriculum. Faculty should frequently communicate with colleagues and with parents about student progress. Faculty are expected to take an active role in the school by chaperoning field trips and attending student performances and athletic events.


COVID Procedures

When schools were forced to close their physical doors in the spring of 2020, Town quickly and successfully pivoted to online learning, supported by thorough planning and a nimble team of faculty, administration and Board members. In the fall of 2020, Town was the second school in the city of San Francisco to be granted permission to reopen, taking exceptional caution to protect the safety of faculty and students. Since October 2020, we have welcomed all grades in the building five days a week. The 2021-2022 school year has been held in person, with mask and social distancing protocols in place and following all SF Department of Health Guidelines. All adult employees of Town School for Boys are required to provide proof of COVID-19 vaccination.


Town School for Boys Mission

At Town School learning is prized, love of school is essential, and boyhood is celebrated.

Philosophy

As an all boys’ school, Town provides a rich, challenging and rigorous educational experience that addresses the distinctive energy levels and developmental styles of boys. Town values being a diverse community that nurtures integrity, sensitivity and respect in its boys, and prepares them to become productive and contributing members of an ever-changing world.

Core Values

Respect: We respect ourselves and others.

We treat others the way they want to be treated.

We practice good listening, compassion and empathy.

Curiosity: We are curious.

We ask questions, think critically and solve problems.

We seek opportunities to reach our highest potential.

Belonging: We all belong.

We embrace and celebrate each of our unique stories and experiences.

We seek to ensure that every member of our community feels an equal sense of inclusion.

Integrity: We act with integrity.

We have the courage to do the right thing even when nobody else is watching.

We always try our best and when we fail, we try again.

Joy: We are joyful.

We make space for play, fun and laughter.

We know joy can be found in hard work, risk-taking and perseverance.


Statement of Teaching Philosophy

Our goal is for each boy to be engaged in an environment that weaves together collaboration, critical thinking, integrity, empathy, and creativity. These broad skills, as well as a firm grounding in core academic competencies, offer boys an excellent preparation for their further education. We promote social and emotional learning as a foundation of academic excellence and self-discovery. We prepare students to meet challenges in the world by helping them develop an appreciation for a variety of perspectives from the local to the global. We celebrate diversity by fostering a community of learners built on mutual respect. Learning experiences are inclusive, relevant, flexible, innovative, and adapted to reflect the needs of all kinds of learners. In our joyful, active, and collaborative school, boys flourish.

We achieve these goals through an authentic curriculum that originates in the classroom, travels through the halls, and extends into the world. Our teaching balances traditional methods with key student-centered approaches including inquiry, project-based learning, and teaching for understanding. We stay relevant and current through our testing of innovative, research-based approaches. We model a commitment to lifelong learning, and we hone our craft by pursuing professional development and sharing knowledge with one another.


Statement on Diversity, Inclusion, and Equity:

Diversity, inclusion, and equity are essential core values of Town School. The best education for our students requires a diverse experience because a broad spectrum of ideas is essential for understanding different perspectives, challenging assumptions, and inspiring curiosity, to support critical and complex thinking.

We are committed to creating an inclusive and welcoming environment where each boy is free to be himself, and where boys are confident and secure in their own identities. We equip each boy with the tools to explore differences in experiences, background, beliefs and ideas. We seek to provide each student with the support and resources he needs to succeed and thrive at Town School.

A diverse and vibrant community is essential. To build and sustain such a community, we reach out to enroll students and families from a broad range of socioeconomic backgrounds, cultures, races, religions, and sexual orientations, and we recruit and retain faculty, staff and administrators from the same broad range of backgrounds. We cultivate an environment where every member of the Town community senses they matter as a significant part of the life of the school. Only when each person feels valued and is engaged may the school and the individual achieve their full potential.


Non-Discrimination Policy:

Town School for Boys admits students of any race, color, religion, or national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. The School does not discriminate on the basis of race, color, religion, sexual orientation, or national and ethnic origin in the administration of its educational policies, scholarship programs, athletic and other school-administered programs.


Salary and benefits are commensurate with our peer schools in the San Francisco Bay Area and with similar NAIS schools.

Apply online: https://town-school-for-boys.hiringthing.com/job/352708/second-grade-family-leave-replacement-head-teacher-full-time
Contact
Cara Wood
[email protected]

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CAIS is an organization of approximately 200 elementary, middle and secondary schools in California. The Association serves and strengthens its schools by:
  • setting standards of academic quality and ethical conduct
  • facilitating the professional growth of faculty, administrators, and trustees
  • promoting ethnic and socio-economic diversity