We have some flexibility with this job description. If you can teach it ALL, then maybe you can be full time. If you can teach SOME subjects, then maybe we can hire other part time folks to teach the rest. If you speak a different foreign language than German, maybe we can substitute it. If you have another skill area that you think might enhance our educational program, tell us about it! Maybe you will love working here!
Job Description: Elementary Teacher
Hours: Full-time M-F 9am-3:00pm or Part-time depending on the range of subjects a candidate is able to teach.
Starting Date: Classroom teaching starts when school resumes after the winter holidays on January 10, 2021 and continues until the end of the school year on May 27, 2022 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 need taught include: 7th grade- 4 weeks of South American Cultures and Geography, 4 weeks of History about the Age of Exploration and Colonization, 4 weeks of History about the Middle Ages and China, ongoing weekly German language study, ongoing weekly woodworking
6th grade- 4 weeks of History of Rome, ongoing weekly German language study, ongoing weekly woodworking
Mixed age (1st, 2nd, 3rd grade)- arithmetic, language arts, German language study, woodworking, crafts, and possibly cooking, and sewing. (Planning for the 4-week blocks appropriate for a group with different skill and developmental levels is a constant process. If this interests you, talk to us.)
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.
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/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, be fully vaccinated for the Covid-19 virus and willing and able to wear a face mask when school protocols 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]