Position Purpose

This full-time role is responsible for co-organizing innovative games and challenges within a curriculum that promotes Physical Education skills, including health, wellness, and mindfulness, to prekindergarten through fourth grade students. This position requires close collaboration and partnership with a second full-time Physical Education teacher as well as members of the coaching staff. Coaching hours are outside of the regular school day. This position is also responsible for supervising students within the classroom and other assigned areas.

Key Accountabilities

• Guide the development of age-appropriate physical education skills across all grade levels, preschool-fourth grade.
• Coach a minimum of three Middle School team sports.
• Maintain effective communication with classroom teachers regarding the physical needs of the children.
• Foster a culturally-competent classroom by establishing and maintaining a respectful and conscientious environment.
• Participate in continuous curriculum evaluation and collaborate with grade-level teachers, specialists, and Student Formation Team to provide integrated curriculum opportunities in the areas of physical education, health, and wellness.
• Collaborate with teaching partner on the planning, evaluation, and direction of the curriculum. As part of that work, the vertical team will ensure the curriculum aligns with the progression of Lower School and Middle School skills pertaining to physical education, health, and wellness.
• Serve on one or more subject-specific vertical teams to ensure curriculum alignment and appropriate skill progression through Lower School and into Middle School.
• Maintain curriculum documentation in accordance with Lower School division requirements.
• Understand and meet the developmental and academic needs of preschool through fourth grade 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 on Student Support Plans.
• Provide feedback to students and parents using a variety of 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 various other online tools. The teacher is expected to electronically record attendance, gradebooks, and reports.
• Attend and contribute to regular grade?level, vertical, divisional, and all-employee meetings.
• Adapt curriculum and instructional modalities as necessary based on whether learning is taking place on campus, at home or in a hybrid/blended environment. Demonstrate technical proficiency and the ability to plan, organize, teach, and communicate in person, to a blended in-person/online class, and in synchronous and asynchronous online environments.
• The candidate will be required to secure a commercial driver’s license, allowing him/her to drive a student bus for athletic events.
• Fulfill other duties as assigned, such as lunch, recess, and carpool duty.

Opportunities and Challenges

The lower school physical education teacher plays a pivotal role in the life of a St. John’s student. The teacher is a member of the team that helps students develop the habits, skills, and attitudes they will continue to hone throughout Lower 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 knowledge, skills, and abilities of the Student Formation Team in support of 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 one’s professional growth.Attend conferences and professional meetings to remain current with subject-area curriculum, instructional strategies, culturally responsive instruction, and social and emotional learning.