Grade 5 Homeroom Teacher - Washington, United States - St. Patrick's Episcopal Day School

Description

POSITION AVAILABLE BEGINNING IN FALL 2024:


GRADE 5 HOMEROOM TEACHER:


ORGANIZATION
St.

Patrick's Episcopal Day School, located in the Palisades section of northwest Washington, D.C., is a parish day school enrolling approximately 470 students on two campuses.

The program begins at the three-year-old Nursery level and continues through Grade - Homeroom Teachers _teach language arts (reading and literature, writing, grammar, and vocabulary), social studies, and math to students in their homeroom classes.

Additionally, _Homeroom Teachers_ are responsible for cultivating a classroom community, infusing social emotional growth and equity, diversity and inclusion concepts consistently.

_Homeroom Teachers _collaborate with Learning Specialists assigned to each grade level, who provide students with additional academic support as needed.

Special-Subject Teachers in religion, science, art, music, Spanish, library, technology, and physical education also work with students during the week.

• Homeroom Teachers _arrive by 7:45 a.m. in order to set up classroom activities, prepare materials, and confer with their colleagues. Teachers need to be ready to greet students when they begin arriving in classrooms at 8:00 a.m. before classes begin at 8:05 a.m. At the end of the day, teachers supervise the carpool procedures in their classrooms beginning at 2:50 p.m. until remaining students are called to the front entrance at about 3:20 p.m. Teachers should then be available to work with students until 3:45 p.m.

CURRICULUM AND INSTRUCTION

• Homeroom Teachers _are responsible for designing and implementing curriculum that is consistent with the Day School Mission Statement; builds on an evergrowing knowledge of how students learn best; and reflects students' developmental abilities, needs, styles, and interests. The curriculum should be individualized as much as possible to develop and extend the unique strengths of each child while, at the same time, supporting each student's needs. St. Patrick's encourages creativity and innovation in curriculum and instruction and supports a teacher's initiatives in broadening and expanding the existing areas of study or instructional methods at a grade level.

HOMEROOM RESPONSIBILITIES

• Homeroom Teachers _strive to create learning communities within their classrooms that acknowledge and respect students' social and emotional interactions and growth. _Homeroom Teachers_, who are most knowledgeable about each student, are the primary contact for each student in their homeroom classes and act as liaisons among the Special-Subject Teachers, Learning Specialists, and parents. _Homeroom Teachers _are expected to be wellinformed about all of the students they teach; to read files and test reports; and to be proactive in working with parents to provide engagement, interventions, and/or accommodations that may be necessary to ensure a student's success. When a student is experiencing difficulty—behavioral, social, or academic—the parents should be informed as soon as possible. Any recommendations for outside testing or tutoring should be made in conjunction with the Head of Lower School. Additionally, the School Counselors are available to suggest interventions, to attend parent conferences, and to work with families.

In addition to attending to the academic, social, and emotional well-being of each student, _Homeroom Teachers _have regular "housekeeping" responsibilities, including posting the daily schedule and homework assignments in class and virtually, actively supervising students at recess times, and taking attendance daily.

COMMUNICATION/REPORTING TO PARENTS

• Homeroom Teachers _establish and maintain positive formal and informal communication with parents regarding classroom curriculum and student progress.

They accomplish this communication through:
- a Back-to

• School Night curriculum presentation;

- participation in special events such as admission programs, curriculum presentations at parent coffees, and admission committees;
- scheduled Parent-Teacher Conferences in September, October, and March that are written up and filed in students' permanent files;
- prompt return of homework with written feedback;
- sharing class work with written comments on a regular basis;
- trimester narrative reports that consist of a detailed inventory of skills and content supported by narrative comments in the fall and spring that describe each student's progress;
- interim reports at the midpoint of each trimester for students needing special attention; and
- other appropriate means that reflect their proactive stance and professional level of confidentiality regarding communication with parents about their children's progress and any difficulties encountered.


COMMITMENT TO ST. PATRICK'S

• Homeroom Teachers _fulfill a variety of other important responsibilities as part of their positions. In doing so, they demonstrate their commitment to