For the fall of 2022 we will have two groups of elementary students: a new 1st grade and a combined group of 7th/8th graders.
We are hiring part-time teaching colleagues who can be on campus teaching in person in the afternoons, from noon to 3pm M-F or only three days a week, depending. We have some flexibility with the job description, the content you would teach, and the schedule.
There is a possibility that full-time employment could develop mid year.
Look through the job description below, at the range of subjects for the grades we will serve in the fall, and see what you are inspired by. Do you speak a foreign language? We would love to add to more languages to our program, especially ASL. If you have another skill area that you think might enhance our educational program, tell us about it! Maybe you will love working here!
Generic Job Description: Elementary Teacher Note: This job description is a detailed overview of the role of a teacher. Whether you are with students for one hour or six, teachers do a lot and are responsible for a lot. Read on, and don't let this intimidate you or make you scoff. At School on The Rise, we value a realistic work-life balance for everyone.
Hours: Full-time M-F 9am-3:00pm Part-time hours are negotiable depends on scheduling needs and the range of subjects a candidate is able to teach.
Starting Date: Classroom teaching starts when school opens for the 2022-2023 school year in mid-late August and continues until the end of the school year in late May 2023, or until the specific part-time hourly position ends depending on the subject. However, it is expected that each teacher spends the necessary time before school starts in preparation and planning.
Compensation: Hourly- $25/hr. onsite Full-Time Salary-$36,000/yr. prorated for partial school year. You will be responsible for obtaining your own health insurance.
The academic and artistic subjects we provide range widely and may include: 8th grade- language arts, science, mathematics, practical arts (gardening, homesteading, cooking, building, sewing, handcrafts, etc.), fine arts (drawing, painting, clay sculpting), performing arts (singing, music, drama, recitation, etc.) 7th grade-language arts, science, mathematics, practical arts (gardening, homesteading, cooking, building, sewing, handcrafts, etc.), fine arts (drawing, painting, clay sculpting), performing arts (singing, music, drama, recitation, etc.) 4th grade-language arts (grammar, report writing, etc.), science (zoology), mathematics (fractions), practical arts (gardening, homesteading, cooking, building, sewing, handcrafts, etc.), fine arts (drawing, painting, clay sculpting), performing arts (singing, music, drama, recitation, etc.) 3rd grade-language arts (grammar, report writing, etc.), science (zoology), mathematics (fractions), practical arts (gardening, homesteading, cooking, building, sewing, handcrafts, etc.), fine arts (drawing, painting, clay sculpting), performing arts (singing, music, drama, recitation, etc.) 1st grade- introduction to numbers, letters, writing, reading, practical arts (gardening, handcrafts, etc.), fine arts (drawing, painting, clay sculpting), performing arts (singing, music, drama, recitation etc.)
Lesson preparation, gathering any necessary supplies, submitting receipts for supply reimbursement, gaining approval for any teaching supplies expenses before they are incurred, possible recess supervision, and general fun-loving engagement with students, colleagues, and parents. Teachers must be physically able to traverse rugged outdoor terrain, endure time outdoors in all kinds of weather, and lift or move classroom furniture or supplies as needed.
Student Assessment Report Writing - We teach in 4-week blocks of intensive focus on certain “main lesson” subjects. At the end of the block, the teacher writes a narrative report to send to the parents describing the quality of each student’s participation in class, the quality of their work, any areas of particular struggle, highlights of social or subject matter related contributions, and a statement about the general level of understanding the student was ultimately able to demonstrate.
The ideal candidate will: enjoy working with children, demonstrate self-motivation, graciously receive (and effectively apply) feedback and mentoring to improve their teaching, be interested in the world, unafraid to sing out loud, inclined to laugh easily, willing to expand their own knowledge base, learn about new subjects, adopt new teaching skills, and cultivate their own personal growth in their own way, be able to teach a wide variety of subjects ranging from Math to Science to Art to Humanities, be organized in their planning and flexible in adapting to sudden changes in scheduling, be able to “think on their feet,” be observant of the behaviors and skill levels of the students and flexible in striving to meet the learning needs of individuals to the best of their ability in the context of the school day, be able to hold their own with a group of elementary and middle-school children (who don’t always listen) without ever using or threatening violence, be receptive to examining personal biases and proactive in making sure people and property are treated with care, and respect, have a sense of humor, and willing and able to wear a face mask when/if school protocols require it. We prefer teachers to be fully vaccinated and boosted for the Covid-19 virus, but we do not require it.
We believe that what makes someone a “good” teacher has less to do with an official degree, and much more to do with who they are, how they think, how they communicate, and what their life experience has been. Therefore, we do not require teachers to have degrees in the subjects they teach or teaching certification. However, subject matter proficiency, enthusiasm, and the ability to engage and inspire are required.
School on the Rise values and supports diversity in its many dimensions, including but not limited to each person’s unique combination of race, ethnicity, gender identity, sexual orientation, socio-economic status, age, physical ability, learning style, religious beliefs, political views, perspectives, and life experiences.
By embracing diversity, we expand our understanding of others. By reflecting on our inherent personal biases, we stimulate our own learning and growth. By doing both, we connect with one another and the world. We believe this is healthy and key to moving beyond simple tolerance, building a safe, positive, and nurturing environment that affirms each individual’s sense of belonging, dignity, and significance. [Thanks and Acknowledgment to High Meadow School for borrowing heavily from their Diversity Statement]