Town School for Boys seeks a part time Reading Teacher beginning in the 2019-20 school year.
Duties and Responsibilities of the job include:
This position involves coordinating and facilitating the school’s K-3rd grade literacy intervention program as a member of the reading team. This requires collaboration with teachers to identify the literacy needs of students, assisting teachers with the collection of data, analysis of data results and placing students in appropriate reading intervention groups. The position involves assessing and teaching small groups of students in grades K-3rd grade using a pull-out model of instruction and a targeted literacy intervention model using research-based strategies and resources. There are two weekly faculty meetings and weekly lunch and recess duty obligations. Parent-teacher conferences are held twice each year. Teachers are expected to attend professional development to enhance personal knowledge of pedagogy and content, especially in literacy and maintain and submit accurate and up-to-date management records of all students’ progress.
Desired Qualifications and Skills include:
The ideal candidate will have a Reading Specialist Teaching Credential and a minimum of two years of teaching experience providing small group reading instruction to elementary grade students. The candidate will have deep knowledge of the instruction of reading, writing, and spelling. Experience with and/or training in the Leveled Literacy Intervention (LLI) Program is preferred as is knowledge of Fountas and Pinnell Literacy and the Benchmark Assessment System. 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 the social and emotional learning which is as important as the academic curriculum at Town. We ask that candidates are either comfortable with or willing to be trained in the Responsive Classroom approach. The position involves collaborating closely with other reading teachers, classroom teachers, and the Lower School Head. Good communication skills are essential.
Instructional approaches should be differentiated to suit a range of learning levels and styles and reflect a diversity of perspectives and backgrounds. Cultural competency is an expectation of this candidate. Faculty should frequently communicate with other faculty and with parents about student progress. Faculty are expected to take an active role in the school by contributing to committees, chaperoning field trips, and attending student performances and athletic events.
Town School for Boys Mission
At Town School learning is prized, love of school is essential, and boyhood is celebrated.
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.
We value learning and academic excellence. We support and encourage each boy to do his best while helping him discover his strengths and talents.
We value programs that balance academic effort, social interaction, physical activity and artistic expression while embracing character education.
We value respect for ourselves and others. We model integrity, honesty and kindness in our daily lives and we take responsibility for our own actions.
We value diversity, which brings the variety of perspectives that are integral to an excellent education and a dynamic community. We believe it is essential that every member of the community is equally valued and included in the life of the school.
We value commitment to community service. We seek opportunities to improve our greater community through volunteer activities sponsored by the school as part of our role as good citizens.
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.
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 like NAIS schools.
Since its founding in 1939, Town School for Boys has specialized in educating, nurturing, and celebrating boys. Town provides a rich, challenging, and rigorous educational experience that directly serves the distinctive learning styles, energy levels, and developmental needs of boys in grades K-8. The school cultivates integrity, sensitivity, empathy, and respect in its boys; values diversity, equity, and inclusion; and prepares students to become productive citizens of a constantly evolving world. Town’s faculty and staff are dedicated to advancing the school’s mission, philosophy and core values. Distinguishing features of Town School include its engaging curricula, warm faculty and staff, supportive parent network, and the diversity of interests and backgrounds represented in its student and alumni bodies.