2026 - 2027 Teaching Fellow Position

San Francisco Day School•San Francisco, CA

7d•$69,727 - $73,743•Onsite

About The Position

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. 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

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
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
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

Responsibilities

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)
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.
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.
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
(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.
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
Follow all SF Day Community Expectations
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.