Long Term Sub Kindergarten Homeroom Teacher

Greensboro Day School•Greensboro, NC

1d•Onsite

About The Position

Greensboro Day School seeks an experienced lower school teacher for a full-time, temporary, on-campus Long-Term Substitute Kindergarten Homeroom Teacher position. The role runs from mid-January through early to late May 2027, five days per week, Monday through Friday. The teacher will teach kindergarten core subjects: math, Language Arts, social studies, and science. Teachers support students’ intellectual, physical, social, and emotional growth and foster a classroom community grounded in respect, kindness, integrity, and responsibility. They design engaging, developmentally appropriate learning experiences guided by evidence-based practices and cognitive research, and use varied teaching and assessment approaches to promote student learning. The role includes daily student supervision indoors and outdoors, participation in school and community activities, timely communication with students and parents, and occasional evening, weekend, or early-morning work. The position has no direct reports.

Requirements

Bachelor’s degree required.
Teaching experience; a minimum of two years is preferred.
Ability to teach kindergarten core subjects: math, Language Arts, social studies, and science.
Ability to supervise students indoors and outdoors and support student safety during drills and emergencies.
Ability to assist young children with toileting, hand washing, and nose-blowing.
Ability to move frequently between standing and sitting, lift up to 50 pounds, sit on small chairs and the floor, and bend or lean while teaching.
Ability to learn CPR, apply a tourniquet, provide basic first aid, administer epi-pens when needed, and support other student-specific health needs.

Nice To Haves

Master’s degree.
Requisite certification in the teaching area.

Responsibilities

Plan, implement, and assess student learning effectively.
Design curriculum and use pedagogical approaches aligned with students’ developmental stages.
Use varied instructional and assessment methods consistent with the school’s mission, Statement of Community, educational philosophy, and departmental curriculum and competencies.
Align curriculum with teachers of the same grade level or course.
Implement brain-based teaching strategies, including movement and interleaving, informed by learning sciences.
Use a balanced range of instructional approaches, including direct instruction, individual practice, whole-class discussion, collaborative and inquiry-based learning, and experiential and hands-on learning.
Clearly define and communicate expectations for student success.
Provide clear and timely feedback that helps students learn from mistakes and improve long-term learning.
Understand each student’s strengths and growth areas.
Reflect on lesson design, implementation, and student outcomes, and adjust instruction to support student success.
Manage the classroom to maintain a physically and emotionally safe environment.
Respond to the needs of the whole class and individual students, collaborating with counseling and learning support staff to implement strategies recommended in learning plans.
Cultivate students’ understanding and appreciation of varied perspectives, approaches to learning, and content.
Share in the day-to-day life of the school community, including advising, organizing clubs, attending assemblies, participating in committees as needed, and fulfilling assigned duties such as lunch supervision, carpool, and bus duty.
Participate in school functions and students’ extracurricular life, including admission events, arts and athletics events, and day or overnight field trips as a chaperone.
Communicate in a timely manner with students and parents about successes, progress, and concerns.
Perform other duties as assigned by the Head of School.