Presidio Knolls School is seeking a dynamic and experienced Grades 3-5 English Literacy Teacher.
About Presidio Knolls School
PKS was founded on the idea that a progressive educational model can be combined with rigorous Mandarin immersion to create a vibrant, innovative school where children will thrive in a joyful environment. Founded in 2008, we have grown rapidly and established a unique position in the Bay Area’s independent school community. As of the 2019-2020 school year, PKS enrolls 385 students in preschool through seventh grade, and we will continue to add one grade per year until 2020-2021 when there will be a full preschool through eighth grade.
The progressive philosophy of Presidio Knolls School embraces kids as co-collaborators in their education-helping children to shape their own learning journey toward topics of greatest interest. The PKS curriculum is project-based and interdisciplinary; Units of Exploration integrate math, science, social studies, art, drama, and movement around overarching topics of inquiry in English and Chinese, contextualizing all learning through a real-world lens. Critical to this approach is hands-on, experiential instruction. As such, learning often takes place outside of the classroom.
The Grade 3-5 English Literacy Teacher will partner with the English-Humanities team, Mandarin homeroom teachers, STEAM and Learning Specialists to provide an engaging, balanced, English Literacy program to our students in grades 3-5. The ideal candidate will understand how to provide rigor and extended learning experiences within the context of a progressive, diverse learning environment.
At PKS, reading, writing, humanities, and science are taught in an integrated way through Units of Exploration. English literacy teaching will be the focus of this position, but the ideal candidate will be able to integrate content from the current Unit of Exploration into literacy work. To be successful, experience teaching and developing curriculum in history, current events, and social studies, as well as integrating social justice into teaching, will be necessary. The successful candidate is knowledgeable about children’s literature and open to learning new content with the grade level team. They will uphold a strong commitment to a balanced literacy approach, instruction and units of study from Lucy Calkins reading and writing program.
Create a warm and caring classroom community
Collaborate with Chinese-language homeroom teachers as part of a team to create classroom space that is differentiated, engaging, responsive, and beautiful
Teach language arts with links to integrated curriculum to Grades 3, 4, or 5 using center-based learning.
Integrate technology as appropriate, with a focus on Digital Citizenship
Create and prepare lessons in the above areas, including whole group, small group, and individual work
Identify and respond to individual students’ social and emotional needs, including learning differences in collaboration with Learning Specialist and Counselor
Create enrichment and extension opportunities for advanced students
Use a variety of teaching techniques and strategies to engage students in learning
Plan, design, and implement authentic assessment of student progress
Plan and develop curricula and assessments with English-Humanities team
Write progress reports and conference with parents
Participate in reflection and coaching activities
Use documentation to make learning visible to the children and families; contribute to student portfolios
Skills and Qualifications
Willingness to model professional and ethical standards when working with students, teachers, and families. We are a warm and friendly community that works with respect for each other.
A commitment to social justice and multicultural education. As a progressive school, we are growing engaged global citizens equipped with empathy, compassion and practices that position them to thrive in a diverse society.
Teaching Credential or Master’s in Education preferred
Minimum of three years teaching experience
Understanding and experience with student-centered teaching, project-based learning, and performance-based assessment is preferable
Familiarity with integrated learning and planning; ability to teach upper elementary literacy within an integrated curriculum context
Knowledge of and experience with reading and writing programs for Grades 3-5 students, such as Guided Reading, Readers’ and Writers’ Workshop, and Structured Word Inquiry or similar etymology-based word-study program
Ability to screen, monitor progress, and implement small group instruction to support the acquisition of reading and writing
Experience using backwards design for curricula and applying effective and varied ways of assessing students
An ability to collaborate and work comfortably with a team of teachers
Strong interpersonal skills
Strong time management and organizational skills
Experience in an independent school setting helpful
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