JK-12 Physical Education Teacher & Athletics

Job Description

Job Description

JK-12 Physical Education Teacher &

Athletics Coach Job Description

REPORTS TO:

Lower, Middle, or Upper School Director

FLSA JOB CLASSIFICATION:

Exempt, 10 Month Position

JOB PURPOSE:

Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research.

The JK-12 Physical Education Teacher promotes a healthy and active lifestyle through the physical education curriculum. The JK-12 Physical Education Teacher designs and implements developmentally appropriate lessons that support a love for individual health and activity inside and outside of the school setting. The JK-12 Physical Education Teacher will help foster skill development and improvement along with instilling the importance of leading a healthy and active lifestyle.

This is a 10-month, on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work.

PRIMARY RESPONSIBILITIES:

• Teaches up to the equivalent of 6 physical education classes as assigned across divisions (Preschool, Lower School, Middle School, and Upper School)

• Coaches athletics teams for 2-3 seasons in which the coaching responsibilities are dependent on the physical education teaching load outlined at the bottom of this job description

• Effectively plans and implements student lessons and activities that builds individual confidence, promotes fun, and encourages physical wellness

• Uses varied methods of instruction and assessment that are in accordance with the School’s mission, Statement of Community, educational philosophy, and departmental curriculum and competencies

• Aligns curriculum with teachers of the same grade level or course

• Clearly defines and communicates expectations for student success

• Understands the strengths and growth areas of each student

• Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success

• Manages the locker rooms and teaching spaces (indoors & outdoors) to ensure a physically and emotionally safe experience for students at all times

• Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans

• Cultivates in each student an understanding of and appreciation for a wide range physical abilities

• Develops and regularly updates the curriculum framework and syllabi in collaboration with the Associate Head of School for People & Program, division director, department chair, colleagues, and/or consultants on an annual basis and during the curriculum review cycle

• Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook

ADDITIONAL RESPONSIBILITIES:

• Shares in the day-to-day life of the school community, which includes coaching, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty)

• Is active and present as a GDS community member by participating in school functions and students’ extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips)

• Serves as a chaperone during the annual Building Community Retreats (BCRs) as needed, which typically requires 1-3 nights of overnight chaperoning

• Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns

• Performs other duties as assigned by the Head of School

GDS Cultural Competencies

GDS Employee Skills

• Human-Centered

• Data-Informed

• Empathetic

• Collaborative

• Professionalism

• Technologically Fluent

• Adaptable & Growth Mindset

• Inclusive

• Productive conflict resolution

• Integrity

• Welcoming

• Respectful

• Listens to Understand

• Relationship-Focused

• Student-Centered

• Field Expertise

• Coachable

• Lifelong Learner

• Kind

Teacher Competencies

• Kid Champion

• Chief modeler of respect, kindness, integrity, & responsibility

• Intellectually Curious

• Lover of learning for self and students

• Curriculum expert

• Culturally competent

• Proactive, Effective, & Professional Communicator

• Reflective

• Responsive

• Patient

Position Requirements

• Bachelor’s degree required; Master’s degree or higher preferred

• Successful teaching experience (minimum of two years preferred)

WORKING CONDITIONS:

Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time.

PHYSICAL REQUIREMENTS:

The position may require prolonged periods of sitting at a desk, standing to teach, and working on a computer. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis.

DIRECT REPORTS:

None

Just like academic teachers are expected to lead advisory and facilitate study halls, clubs, and/or academic teams, physical education teachers are expected to coach athletic teams for 2-3 seasons based on the following job requirements:

Scenario

Trimester

Trimester

Trimester

100% FT PE Teacher Option 1: 2 Seasons

Varsity Head Coach

Varsity Head Coach or Head Coach or Asst Coach (Var or MS) (if there is not a Varsity coach opening the latter choices will be available depending on the school's needs)

**Off

100% FT PE Teacher Option 2: 3 Seasons

Varsity Head Coach

*Head Coach or Asst Coach (Var or MS)

*Head Coach or Asst Coach (Var or MS)

60-80% PE Teacher + 20-40% Academic Teacher (non-PE): 2 Seasons

Varsity Head Coach

*Head Coach or Asst Coach (Var or MS)

**Off

100% FT PE Teacher + Dept Chair: 2 Seasons

*Head Coach or Asst Coach (Var or MS)

*Head Coach or Asst Coach (Var or MS)

**Off

*Weight Room Coordinator

*M-F 3:30 - 5:00

*M-F 3:30 - 5:00

*M-F 3:30 - 5:00

Note: There is no order to the Trimester listing (order is arbitrary)

*Qualified PE teachers may substitute non-Varsity Head coach requirements with Weight Room. Coaching needs are prioritized over weight room needs. Trimesters not covered by a qualified PE teacher will be open and available to other qualified employees for a stipend.

** PE teachers may choose to coach a third trimester sports if they desire (it's a personal choice)

All coaching roles include a coaching stipend in addition to base salary.