Grade 4 Head Teacher (Full time)

This position involves teaching one section of 22 students. There are three weekly faculty

meetings and weekly lunch and recess duty obligations. The position also involves conducting

daily student morning meetings as well as supervision of daily recess breaks for students. Parentteacher

conferences are held twice each year.

Desired Qualifications and Skills:

This position involves mentoring and training a full time fourth grade intern who is part of

Town’s New Teacher Institute. It also includes regular communication about the progress of the

intern with the Director of the New Teacher Institute. The ideal candidate will have a minimum

of two years of teaching and experience working with students in grade 4. The candidate will

have deep knowledge of the instruction of reading, writing, spelling, mathematics, science and

social studies. It is the expectation that all Lower School teachers use the Readers and Writers

Workshop Model. Candidates should demonstrate passion for working with Lower School

students and be knowledgeable about this developmental stage of growth. The candidate should

have a strong background in the area of the social and emotional learning which is as important

as the academic curriculum at Town. We ask that candidates are either comfortable with or

willing to be trained in the Responsive Classroom approach. The position involves collaborating

closely with other 4th grade teachers, teachers in other grades, and the Lower School Head.

Candidates should be strong in their use of technology tools for teaching. Collaboration with the

librarians and educational technologists is also expected. Good communication skills are

essential.

Classrooms are equipped with eBeam technology and interactive software which teachers utilize

to enhance instruction for students. In addition, all students have access to iPads in the

classroom which students use for online resources across the curriculum. Instructional

approaches and course content should be differentiated to suit a range of learning levels and

styles and reflect a diversity of perspectives and backgrounds. The ideal candidate will

demonstrate a commitment to developing and implementing innovative approaches to learning,

such as using project-based learning, inquiry, and teaching for understanding/understanding by

design. Cultural competency is an expectation of this candidate and includes integration of

diversity and global awareness into the curriculum. Faculty should frequently communicate with

other faculty and with parents about student progress. Faculty are expected to take an active role

in the school by contributing to committees, chaperoning field trips, and attending student

performances and athletic events.

Non-Discrimination Policy:

Town School for Boys admits students of any race, color, religion, or national and ethnic origin

to all the rights, privileges, programs, and activities generally accorded or made available to

students at the school. The school does not discriminate on the basis of race, color, religion,

sexual orientation, or national and ethnic origin in the administration of its educational policies,

scholarship programs, athletic and other school-administered programs.

Town School for Boys is an equal opportunity employer. Salary and benefits are commensurate

with our peer schools in the San Francisco Bay Area and with like NAIS schools.

To apply for this position, please email a cover letter and resume to:

Jennifer Warren

employment@townschool.com

Town School for Boys

www.townschool.com

Mission

At Town School learning is prized, love of school is essential, and boyhood is celebrated.

Philosophy

As an all boys’ school, Town provides a rich, challenging and rigorous educational experience

that addresses the distinctive energy levels and developmental styles of boys. Town values being

a diverse community that nurtures integrity, sensitivity and respect in its boys, and prepares them

to become productive and contributing members of an ever-changing world.

Core Values

• We value learning and academic excellence. We support and encourage each boy to do

his best while helping him discover his strengths and talents.

• We value programs that balance academic effort, social interaction, physical activity and

artistic expression while embracing character education.

• We value respect for ourselves and others. We model integrity, honesty and kindness in

our daily lives and we take responsibility for our own actions.

• We value diversity, which brings the variety of perspectives that are integral to an

excellent education and a dynamic community. We believe it is essential that every

member of the community is equally valued and included in the life of the school.

• We value commitment to community service. We seek opportunities to improve our

greater community through volunteer activities sponsored by the school as part of our

role as good citizens.

Statement of Teaching Philosophy

Our goal is for each boy to be engaged in an environment that weaves together collaboration,

critical thinking, integrity, empathy, and creativity. These broad skills, as well as a firm

grounding in core academic competencies, offer boys an excellent preparation for their further

education. We promote social and emotional learning as a foundation of academic excellence

and self-discovery. We prepare students to meet challenges in the world by helping them develop

an appreciation for a variety of perspectives from the local to the global. We celebrate diversity

by fostering a community of learners built on mutual respect. Learning experiences are inclusive,

relevant, flexible, innovative, and adapted to reflect the needs of all kinds of learners. In our

joyful, active, and collaborative school, boys flourish.

We achieve these goals through an authentic curriculum that originates in the classroom, travels

through the halls, and extends into the world. Our teaching balances traditional methods with key

student-centered approaches including inquiry, project-based learning, and teaching for

understanding. We stay relevant and current through our testing of innovative, research-based

approaches. We model a commitment to lifelong learning, and we hone our craft by pursuing

professional development and sharing knowledge with one another.

Diversity Statement

Diversity, inclusion and equity are essential core values of Town School. The best education for

our students requires a diverse experience because a broad spectrum of ideas is essential for

understanding different perspectives, challenging assumptions, and inspiring curiosity, to support

critical and complex thinking.

We are committed to creating an inclusive and welcoming environment where each boy is free to

be himself, and where boys are confident and secure in their own identities. We equip each boy

with the tools to explore differences in experiences, background, beliefs, and ideas. We seek to

provide each student with the support and resources he needs to succeed and thrive at Town

School. A diverse and vibrant community is essential. To build and sustain such a community,

we reach out to enroll students and families from a broad range of socioeconomic backgrounds,

cultures, races, religions, and sexual orientations, and we recruit and retain faculty, staff and

administrators from the same broad range of backgrounds. We cultivate an environment where

every member of the Town community senses he or she matters as a significant part of the life of

the school. Only when each person feels valued and is engaged may the school and the

individual achieve their full potential.