Our Reggio-inspired, social-constructivist curriculum is inquiry-based and driven in part by children’s interests. We emphasize collaboration and recognize the gifts that each child brings to the group. Our approach is one that recognizes the whole child and focuses first and foremost on social and emotional learning and relationships as the necessary foundations for education.
Sabot is an educational home for teachers drawn to relationships and practices that are rooted in unifying beliefs about children and learning, based on current neurological and educational research and reliant on our teacher-researchers’ collaborative problem solving and creativity. Sabot teachers are both guides and fellow travelers in the collaborative learning process and in making students’ learning visible to themselves and others. We view teaching not as a static set of skills, but as a dynamic process, manifested in our culture of research and our commitment to teacher development.
Sabot at Stony Point seeks dedicated, dynamic and experienced people to lead classroom instruction in Grades K-5. The ideal candidate will possess a strong background in education, preferably in a Reggio-inspired or progressive independent school setting, with an ability to successfully work with the students and faculty to ensure a safe, supportive learning environment that reflects the mission, values and policies of Sabot at Stony Point. This faculty member will join a cohesive, committed, and talented community.
Additionally, the Lower School Teacher-Researcher must possess an enthusiastic commitment to the importance of building and sustaining a diverse, just, inclusive, and equitable environment.
Under the general supervision of the Director of Preschool to Grade 3 or the Director of Grades 4 - 8, the Lower School Teacher-Researcher is responsible for the instructional program and management of their assigned class. This position, in collaboration with the Assistant Teacher-Researcher, is responsible for building the academic foundations at the earliest levels, developing lesson plans, independent learning exercises, material, curricula and methods that keep in mind the needs of the individual child and whole-group dynamic. This position supports learning through an inquiry-based, social-constructivist, Reggio Emilia-inspired approach.
- Teaches classes as assigned, providing effective and professional classroom instruction, assessment and management;
- Guides students’ processes of discovery and understanding, encouraging the development of meta-cognitive skills such as reflective thinking and problem solving techniques;
- Designs and implements curriculum and instruction consistent with the mission, values and standards established by the School, employing a variety of teaching styles and learning opportunities;
- Draws upon Reggio Emilia-inspired teaching experience to share resources and mentor their Assistant Teacher-Researcher;
- Ensures the classroom, lessons and materials foster diversity, inclusion and belonging;
- Assesses students’ learning regularly to evaluate their abilities, strengths and challenges;
- Evaluates students’ work alongside grade-level proficiencies, building students’ confidence, independence and accountability;
- Documents each student’s understanding of the learning occurring as expressed and demonstrated using various methods, including but not limited to, formative and summative assessments, projects, papers, collaborative work, classwork, presentations, class discussions, one-on-one conferences, and self-reflection on the student’s part that follows the child’s journey at the school;
- Collaborates with colleagues on curriculum development and on enhancing instructional practices and strategies;
- Engages in action research by generating hypotheses and questions, documenting student work and reflecting individually and collaboratively;
- Establishes effective communications and relationships with students and parents/guardians;
- Exhibits a growth mindset about teaching practices and works toward professional goals and development;
- Helps to maintain School policies, protocols and expectations;
- Develops and maintains professional, collaborative and collegial relationships with faculty and staff, as well as with community partners to the benefit of students and classes;
- Supports the work of the Head of School and senior leadership;
- Participates in required non-classroom activities including parent/student conferences, retreats, faculty meetings, field trips and special activities and performance events;
- Participates in Admissions & Enrollment process which may involve some weekend or evening events;
- Provides effective supervision of students to promote a safe and healthy environment and school experience;
- Aids in supervision of students outside of the classroom - during lunch, recess or breaks;
- Responds to and manages student concerns and issues, collaborating with the co-teachers, Program Director and/or School Counselor when necessary to develop and adhere to student support plans;
- Completes required reports and tasks in a timely manner professionally;
- Performs related duties as assigned.
Knowledge, Skills and Abilities:
- A willingness to participate fully in a dynamic day school located in Richmond, Virginia;
- Excellent communication skills, both oral and in written;
- Ability to remain responsible at all times for the supervision of students during classes and generally at all times when on campus or off campus;
- Ability to learn new technology and systems commensurate with program level requirements;
- Ability to demonstrate creativity and flexibility in pedagogy;
- Demonstrated ability to act as a role model of professionalism;
- Ability to model honesty, accountability, understanding, tolerance, respect, love and kindness for the students;
- Ability to multitask, keep calm under pressure and treat everyone with respect;
- Displays curiosity, a positive attitude, flexibility and a good sense of humor;
- Ability to follow all policies and procedures of the School as written in the Employee Handbook and Community Guide;
- Demonstrate professionalism, engagement, and kindness to all children and families regardless of race, color, religion, national and ethnic origin, sex, sexual orientation, gender and gender identity or expression.
Please click here to submit your application. In the “Position Applying for” field, please enter: Lower School Teacher-Researcher. Along with three professional references, the following attachments are required:
- Letter of interest
- Statement of educational philosophy