ESSENTIAL TASKS

• Collaborates with the Lead Teacher-Researcher to plan and implement inquiry-driven and standards-based curriculum.
• Guides students’ exploration, supporting the development of metacognition, critical thinking, and problem-solving skills.
• Helps adapt classroom materials and instruction to meet diverse learning needs.
• Participates in documentation of student learning through observations, photographs, and student work samples.
• Promotes equity and belonging by supporting inclusive practices for children and families.
• Supports classroom management and student well-being through supervision, proactive engagement, clear expectations, and respectful communication.
• Builds and maintains positive, responsive relationships with students and families.
• Participates in faculty meetings, parent conferences, field trips, school events, and admissions/enrollment activities.
• Engages in professional development and collaborative reflection and learning with colleagues.
• Assists with  student supervision outside the classroom (e.g., lunch, recess, arrival/dismissal).
• Collaborates with the Lead Teacher, Program Director, and/or School Counselor to support individual student needs.
• Performs additional related duties as assigned by the Program Director.

QUALIFICATIONS

Education & Experience

• Education: Bachelor’s degree from an accredited college or university in Education or a related field.
• Experience: Prior experience working with elementary-age children, ideally within a classroom or school-based setting—and preferably in a progressive or Reggio Emilia-inspired environment.
• Preferred Qualifications: Strong background or specialized training in early reading instruction, literacy development, or reading intervention strategies.

SPECIAL REQUIREMENTS

Must be able to complete a background check.

SPECIFIC TO THE LOWER SCHOOL ASSISTANT TEACHER-RESEARCHER POSITION

• Demonstrated understanding of the Reggio Emilia Approach® or an eagerness to learn about the approach. 
• Ability to co-teach in a respectful, collaborative partnership with a Lead Teacher-Researcher.
• Experience supporting emergent curriculum and student-centered learning.
• Familiarity with child development and supporting children’s social-emotional growth.
• Willingness to engage in ongoing professional reflection and growth.
• Capacity to support a diverse community of learners with cultural responsiveness and humility.

GENERAL KNOWLEDGE, SKILLS, AND ABILITIES:

• Willingness to participate fully in a dynamic day school environment in Richmond, Virginia.
• Demonstrates professionalism and serves as a role model by modeling honesty, accountability, understanding, tolerance, respect, love, and kindness for students.
• Develops and maintains professional, collaborative, and collegial relationships with faculty, staff, and community partners for the benefit of students and classes.
• Demonstrates professionalism, engagement, and kindness toward all children and families, regardless of race, religion, nationality, abilities, familial status, gender identity, or gender expression.
• Exhibits excellent communication skills, both oral and written.
• Establishes effective communication and relationships with students and parents.
• Displays curiosity, a positive attitude, flexibility, and a good sense of humor.
• Demonstrates creativity and flexibility in teaching practices, with a growth mindset toward professional goals and development.
• Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills.
• Exhibits excellent time management skills, completing reports and tasks in a timely and professional manner.
• Multi Tasks effectively, remains calm under pressure, and treats everyone with respect.
• Remains responsible for the supervision of students during classes and at all times while on or off campus.
• Learns new technology and systems as required by the program level.
• Adheres to all policies and procedures outlined in the Employee Handbook and Community Guide.

PHYSICAL REQUIREMENTS



• Ability to stand, walk, and move around for extended periods of time during supervision and activities both indoors and outdoors..
• Ability to lift and carry up to 25 lbs (e.g., lifting children, materials, or equipment).
• Ability to kneel, crouch, and bend down to the child's level for supervision, assistance, and engagement in activities.
• Ability to assist children with physical needs, such as helping with mobility, eating, or restroom routines.
• Ability to respond quickly to emergencies, which may include running, lifting, or assisting children to safety.
• Ability to supervise children during physical activities, such outdoor play, while remaining alert to potential safety hazards.
  

SABOT SCHOOL'S MISSION STATEMENT

Sabot School 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 co-creation, collaboration and respectful exchange, we challenge our students to become effective communicators and disciplined thinkers, capable of solving problems in our increasingly complex world.