2026 - 2027 Teaching Fellow Position

Description

Position: 2026 - 2027 Teaching Fellow

Report to: Director of Teaching Fellow Program

Department: Faculty

FTE: 100%

Work Hours: 7:45 a.m. - 4:00p.m (Monday - Friday)

FLSA Classification: Salary, Exempt

Salary Range: $69,727 to $73,743 

Agreement Dates: August 2026 - August 2027, annually (First-year employees required to attend orientation on campus up to 2 business days prior)

Applications: We are accepting applications for this position until February 20, 2026. Following this date, our hiring team will review all resumes to identify top candidates for the next stage of the hiring process.  

Program Summary

The Teaching Fellow program at SF Day School supports aspiring and early career teachers to deepen their understanding of curriculum and child development, gain practical experiences in fostering positive classroom communities, and hone their craft in various pedagogical practices and frameworks. 

The Teaching Fellow role is a collaborative one. The Teaching Fellow is paired with a Lead Teacher and one class of students for the academic school year. Additionally they work closely with other teachers at their grade level and support in some Subject Area Teachers classes. Last, they gather with the cohort of other Teaching Fellows during which they engage in professional development

The Teaching Fellow program is designed to be initially a two-year program. Teaching Fellows have the option to reapply for a third year once their two-year term is complete but are not guaranteed placement. Agreements are reassessed and renewed annually and grade-level placements are subject to change. Completing the Teaching Fellows program at SF Day does not guarantee a lead position at the school. 

Job Overview

The Teaching Fellow reports directly to the Director of Teaching Fellow Program and is responsible for supporting the Lead Teacher in designing and delivering the classroom program and curriculum as aligned with the School’s mission. Additionally, they support students in some special area classes. In all contexts, they support the creation and maintaining of a supportive environment, ensuring the safety (physical and emotional) of all students during all activities and interactions. The Teaching Fellow is also responsible for fostering professional relationships with students, parents/guardians, and colleagues through timely, clear, and kind communication. A lower school Teaching Fellow needs to have a strong interest in growing their skills with teaching the foundational skills of English language arts, math, social studies and social emotional learning. The lower school teaching fellow should also have an awareness of the range of academic, social and emotional developmental levels of their specified grade. Lower school Teaching Fellows can expect dedicated planning and prep tie each week.

Additional role-specific responsibilities for the lower school teaching fellow might include:

• Serve as a coach 
• Attend outdoor ed
• Additional duties with respect to admissions process

SKILLS & COMPETENCIES

• Previous experience teaching, coaching, supporting elementary age students and appreciation for this age group
• A strong interest in learning best practices of education:
  • The arc of child development
  • Culturally responsive pedagogy
  • Diverse learning profiles
  • Classroom management
  • Responsive classroom
  • Restorative practices 
  • Content-specific knowledge
• Strong supervisory and leadership skills to manage the classroom and student behavior patiently and effectively
• Active listening skills to understand and adapt to students’ various learning needs
• Ability to effectively communicate with others and clearly express complex ideas
  • Excellent verbal and written communication skills. 
  • Strong oral presentation skills to students and families
• Excellent organization and time management skills with attention to detail 
• Excellent communication and interpersonal skills with a proven ability to maintain professionalism and tact in fast-paced situations
• Excellent analytical and problem-solving skills
• Strong technology skills to track student attendance and grades and present creative lessons leveraging technology to enhance student learning

TEACHING RESPONSIBILITIES 

The responsibilities below highlight the basic skills and duties of SF Day School teachers. The School may amend and modify the job description and the employee handbook at any time.  

Teaching & Learning

• Arrive on time daily to adequately prepare for class to ensure a smooth learning experience for students. Remain on campus during work hours and notify your supervisor any time you will not be on campus during the entire school day.
• Under the guidance of the Lead Teacher, ensure teaching and learning is developmentally appropriate, culturally responsive, and engaging to students.
• Under the guidance of the Lead Teacher, provide students with “voice and choice,” with clear scaffolds and supports
• Under guidance of the Lead Teacher, prepare lessons, units, and projects to meet learning objectives aligned to the scope and sequence and supervisor feedback.
  • Establish and communicate clear objectives for lessons, units, and projects to students and families.
• Support the timely completion of formative and summative assessments for students to promote a culture of feedback and accountability including but not limited to:
  • Provide rubrics or tools for student self-assessment before grades are given
  • Tracking and evaluating student academic progress
  • Provide timely feedback on student progress (academic and social-emotional)
• Supporting Diverse Learning Interests & Needs
  • Develop strategies to work effectively with students of varying abilities, including those with diagnosed learning differences and/or students who need extension
  • Participate in meetings, training, and planning sessions to fully support each child’s unique needs.
  • Work with students in various settings, including whole groups, small groups, and one-on-one.
• Proactively inform their lead teacher and administrators whenever there are significant changes with a student and/or family, including learning goals, strengths, and growth areas.
• Partner with the their lead teacher and administrators to build and implement Student Support or Learning Plans.
  • Partner with their lead teacher and administrators for students who are undergoing a “Student Success Team” (SST) process
• Support expanding Learning Beyond the Classroom – Identify opportunities to connect curriculum to the Bay Area to ground learning in real life experiences.

Classroom Management and Culture

• Prioritizing Safety & Security – Support the design all activities, environments, and field trips with the utmost focus on ensuring the safety and security of all students.
• Building Trust & Openness – In collaboration with the Lead Teacher, meet each student and family where they are, fostering relationships based on trust and openness.
• Creating a Values-Based Classroom Culture – In collaboration with the Lead Teacher, stablish and maintain a classroom culture that reflects and reinforces the School’s core values.
  • Help establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture.
• Addressing Behavior as a Learning Opportunity – Approach behavioral incidents as teaching moments, addressing them promptly to uphold core values and support the well-being of all 
• Students
  • Under the guidance of the Lead Teacher, create a culture of support and accountability with student behavior within the classroom by providing clear expectations, logical consequences, and opportunities to reflect and repair. 
  • Partner with the their lead teacher and administrators as needed for identified student needs.

Parent/Guardian Partnership

• Promote the School’s mission, objectives, and policies to parents in a positive, supportive manner.
• Build a professional and cordial relationship with families, and support timely feedback on student progress (academic and social-emotional).
• Under the guidance of the Lead Teacher, maintain regular and open communication with parents/guardians in the following ways:
  • Communicate with parents in person or via email and/or phone. 
  • Respond to parent calls or emails within 24 - 48 business hours.
  • Seek help from the their lead teacher and administrators in a timely fashion when additional support or guidance is needed.
• Support fall and spring parent/guardian teacher conferences to provide up-to-date, constructive feedback for student learning and progress. These conferences should include sharing: 
  • Student work and data informed assessments
  • Academic and social emotional progress

NON-TEACHING RESPONSIBILITIES

• Adhere to the guidelines in the San Francisco Day School Employee Handbook.
• (For non-homeroom teachers and non-advisors) CCE DAYS Lead and/or support in our Community and Engagement days as designated by the CCE office.
• Actively participate in all meetings, faculty workdays, and school functions, including: but not limited to:
  • Program events
  • Admissions events
  • Advancement events
• Participate in the school’s outdoor education programs for your grade level or as directed by the supervisor.
• Serve on school committees and fulfill assigned responsibilities.
• Perform duties as designated by supervisor, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties.
• Complete required administrative tasks (e.g., HR training, progress reports) accurately and on time.
• Utilize proper HR platforms to request for time off and, if approved, submit sub plans.
  • Avoid scheduling absences on faculty/staff meeting days, immediately before or after school vacation, and parent/guardian conference days.
• Report any suspected abuse or neglect to supervisor, and, if necessary, to California Family Services, following the guidelines in the Employee Handbook.

Professional Growth

• Engage in continuous development through research, workshops, school visits, and peer collaboration that contribute to school initiatives or professional goals..
• Set annual goals, conduct self-evaluations, create a growth plan, and participate in performance reviews.
• Provide data and samples to demonstrate progress toward school and personal goals

Professional Conduct and Community Engagement

• Follow all SF Day Community Expectations

Requirements

 QUALIFICATIONS AND EDUCATION REQUIREMENTS

• Bachelor’s degree
• A minimum of 1 year of experience working with elementary age children Experience working with a wide range of students, teachers, and families of diverse backgrounds
• Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital ?les)
• Desire to  learn in the areas of pedagogical practice, differentiated instruction and inclusive educational practices. and DEI
• A commitment to professional growth and development. 
• Familiarity with educational technology and innovative teaching methodologies. 
• Strong work ethic, collaborative skills, flexibility, and sense of humor, with high emotional intelligence

PHYSICAL REQUIREMENTS

• 90% Indoors, 10% outdoors (PE Teachers 60/40)
• Prolonged periods of sitting at a desk and working on a computer or standing to teach
• Ability to traverse classroom and playground and adjust one’s tone and height by bending or leaning to teach each child. 
• Occasional requirement to lift more than 25 lbs

Work Environment:

• 90% Indoors, 10% outdoors (PE Teachers 60/40)
• Ability to move around the classroom and playground to attend to individual or small groups of students
• Occasional requirement to lift more than 30 lbs
• Stand for an extended amount of time

Community Expectations for SF Day Employees:

Adhering to the Community Expectations below is part of every employee’s Professional Growth Plan.

Employees:

1. Are compassionate and kind, to ourselves and others - we work together as active contributors in a connected community
2. Are prepared - we have the appropriate training, knowledge and skills regarding the developmental characteristics and needs of this age group. We complete our individual responsibilities with professionalism and fidelity.
3. Are reflective and accountable - we take time to consider the intent and impact of our actions and repair harm done for the betterment of the community
4. Are lifelong learners - we are committed to continuous professional growth and never stop learning
5. Put children first - we are “child centered” both in and out of the classroom. We treat each child as an individual and with respect and dignity. We create a safe environment in which students grow in both autonomy and the ability to work and play together.
6. Partner with families - we believe in the importance of the home-school partnership and partner with families in a proactive and positive manner
7. Communicate with professionalism and care - we communicate with professionalism and care to each other and to students.
8. Uphold high expectations, for ourselves and our students - we believe that it is all of our work to create a learning and work environment that fosters personal integrity and social responsibility.

Teachers:

1. Are skilled at teaching their subject area and grade level(s) - we are constantly deepening and evolving our craft to ensure best practices. We know how we teach is as important as what we teach and growth requires feedback, reflection, and change.
2. Understand the arc of child development - we align our pedagogy and content to this arc
3. Create an engaging, culturally responsive classroom - we recognize and value the importance of actively engaging students learning. We honor students’ cultural displays of learning and meaning making and respond positively and constructively.
4. Plan for predictable variability in the learning profiles of students - we provide multiple means of representation and engagement as well as support and extension in both what we teach and how we assess.
5. Provide clear, consistent classroom norms and logical consequences - we provide feedback to students with clarity and care and guide them through the reflective and restorative process. Students know what to expect and what’s expected of them.
6. Provide clear learning goals and objectives as aligned to content area scope and sequence - we ensure that students know what they are learning, when they are learning it, and why they are learning it

In following these community expectations, we strive to create:

• a working environment for employees so they feel grounded in purpose and seen and respected at school
• a learning environment for students to gain the skills and knowledge to grow into global citizens, who take care of themselves, each other, and our world.

Examples of

• Promote positive relationships between and among all internal and external constituents of the school by maintaining the highest level of professionalism, including but not limited to those aspects detailed in the employee handbook, and acting in a manner consistent with the School’s Mission and Values.
• Support everyday needs of the community, including student-facing responsibilities, such as safety drills and recess/lunch duties.
• Commit to ongoing professional development and growth to reflect the demands of the position and the strategic priorities of the School. Our school has a generous professional development budget and we strive to model the goal of being lifelong learners.
• Serve as an active participant in the school’s commitment to Community Culture and Engagement. Attend all-school, on-campus professional development seminars, participate in all-school “reads” of important literature in the field, and actively participate in modeling our mission and work in DEI.
• Per CA statutes, all School employees should be able to pass a Federal and State background check, provide a negative TB test, and maintain professional behavior during the period of employment. The employment offer is contingent upon these requirements.