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.
General Summary:
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.
Essential Duties:
Knowledge, Skills and Abilities:
To apply:
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:
MISSION
Sabot at Stony Point is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. In an environment that supports collaboration and respectful exchange, we challenge our students to become effective communicators and disciplined thinkers, capable of solving problems in our increasingly complex world.
THE SCHOOL
Sabot has approximately 200 students and roughly 50 employees. As we grow, we are dedicated to the goal of building a culturally diverse and pluralistic team committed to working in a multicultural environment.
Our Reggio-inspired, social-constructivist curriculum is inquiry-based and driven in part by the 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 foundation for education.
Sabot is an educational home for teachers drawn to relationships and practices that are rooted in unifying beliefs about children and learning, are based on current neurological and educational research, and are reliant on our teacher-researchers’ collaborative problem solving and creativity. Sabot teachers are both guides and fellow travelers in the collaborative learning process and make 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.