La Scuola International School is a private, Preschool - Grade 8 independent school in San Francisco.  The school founded its preschool, La Piccola Scuola Italiana,  in 2002 and has earned awards and accolades for its work with Reggio Children in Italy as a leading example of the Reggio Emilia pedagogy in North America.  In 2012, the school expanded its curriculum through grade 8 and is the only school in San Francisco to offer the International Baccalaureate program for the elementary and middle school years as well as the only school in the world to offer a program that blends Reggio Emilia, the International Baccalaureate and Italian language immersion. 

The mission of the school is to inspire brave learners to shape the future. The school does this by believing steadfastly in children’s innate ability to learn and by challenging them academically, creatively and innovatively in an environment that is intentionally designed to elicit creativity and curiosity from those that work there. 

Its language immersion program helps children to develop cognitive skills as well as empathy and awareness of the world around them. The school’s  multicultural and diverse community esteems different perspectives and experiences and strives to educate the global citizens and leaders of tomorrow.

La Scuola International School is accredited by NAIS, CAIS, WASC and CIS and is one of two  Italian schools recognized by the Italian government in the United States.

We believe our community thrives through diversity of backgrounds, perspectives and realities. Only through a persistent drive to listen and learn from one another, create and promote equitable opportunities and to continue to reflect and evolve will we be able to establish systems which will address the needs of the one and the many.

Duties include but are not limited to:  

1. Designing, planning & implementing appropriate curriculum goals and long-term projects within the IB guidelines, including but not limited to:

• Creating a flexible grade-level appropriate program and a class environment favorable to individualized learning and personal growth.
• Using structured purposeful inquiry as the leading vehicle for learning.
• Balancing the needs of children with different Italian and English language skills.
• Using technology to enhance learning
• Plan a balanced curriculum that includes significant content that may include the following areas:
• physical and health-related knowledge, such as components of fitness, training methods, training principles, nutrition, lifestyle, biomechanics, exercise physiology, issues in sport and first aid
• aesthetic movement, such as gymnastics, aerobics, martial arts, jump rope, yoga or capoeira
• team sports, such as football, basketball, handball, volleyball and hockey
• individual sports, such as golf, athletics, swimming, squash or fencing
• international sports and activities, including athletic traditions and forms of movement beyond students’ personal and cultural experiences.
• Scope and sequence of IB framework identifies major essential expectations including body control and spatial awareness, adventure challenge, athletics, movement to music, games, gymnastics and health-related activities.
• Teacher may be required to coach one to two teams per season and support athletics in the schools extended care program as appropriate.

2. Setting educational and developmental goals for the children, both as a group and individually, including but not limited to:

• Establishing a personal connection with each child.
• Striving to understand each child’s individual temperament and evolving developmental level/needs.
• Supporting each child’s social, emotional, academic, language, cognitive, and physical development within the context of La Scuola's Reggio Emilia inspired “pedagogy of relationships.”
• Encouraging positive social interactions among children and guiding children towards more appropriate behavior.
• Participating in and supporting the school’s positive behavior policy and general ethos of respect for all.
• Promoting international-mindedness and encouraging students “to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.”
• Balancing the necessity of classroom rules and norms with the need to respond to specific individuals appropriately (i.e., balance the needs of the group with the needs of the individual).
• Incorporating each child’s current needs into planning for the overall group curriculum/ activities.
• Assessing each child’s progress frequently and accurately throughout the year.
• Assessing the group dynamic on an ongoing basis, as well as individual academic progress toward group and individual goals as required.
• Reporting on students’ progress along the continuum and as compared with the learning outcomes and IB Scope & sequence.

3. Preparing the environment (indoor and outdoor) so as to support the educational objectives/goals including, but not limited to:

• Maintaining a provocative and thoughtful environment to support the Reggio Emilia inspired learning goals.
• Following classroom environment guidelines and La Scuola high standards in maintaining an aesthetically pleasing and beautiful classroom
• Making the learning process visible through documentation of children’s work
• Providing different activities, materials and projects on a weekly basis.

4. Establishing and maintaining a personal connection with each parent, child's family, including:

• Greeting the parents upon arrival and relating something positive that happened to their child in the program when possible upon departure.
• Understanding the family needs, styles and priorities for their child in the school.
• Conducting professional and insightful parent/teacher conferences (assess children ahead of time, pinpoint areas of concern, if any, and have all written materials prepared and printed out prior to the conference).
• Communicating individual and group accomplishments and projects (interests, pursuits) in a timely manner through conversations, newsletters, and other documentation

5. Communicating with parents

Providing a weekly document/newsletter describing classroom activities/ inquiry is required. This effective communication between La Scuola’s staff and with parents is of central importance.  This document will explain why the described activities/projects are chosen and what children are learning through them.  This document will be in line with the Reggio Emilia approach to documentation and making learning visible.

• Bachelor’s Degree, CPR First-Aid AED
• Master’s Degree, Coaching Certifications
• 3-5 years experience in a PE teaching role
• Coaching, independent school experience
• PE-specific professional development, Blackbaud Edge products
•  

Position receives excellent benefits, including medical, vision and dental coverage. The school also offers group life insurance, employer-matched retirement, long-term disability insurance and commuter benefits. Other fringe benefits include PTO, paid holidays, daily warm lunch and outstanding professional development.

To be considered for the position, please apply here with a letter of intent, a resume and a minimum of 3 references. More information about our school can be found here https://www.lascuolasf.org/. 

NON-DISCRIMINATION POLICY

In order to provide equal employment and advancement opportunities to all individuals, employment decisions at La Scuola will be based on merit, qualifications and abilities. La Scuola does not discriminate on the basis of race, color, religion, sex, national origin, age, ancestry, citizenship, sexual orientation, gender identity, pregnancy, childbirth or related medical condition, marital status, veteran status, physical or mental disability (actual or perceived), medical condition, genetic characteristics, political affiliation or any other characteristic protected by state, federal or local law. This policy governs all aspects of employment, including hiring, job assignment, compensation, discipline, termination, layoff, promotion, transfer and access to benefits and training. If you feel you may have been discriminated against on the basis of sex or would like more information, please contact Dani Sollberger, Director of Administration, by email or 415-558-9006 or by mail at 728 20th Street, San Francisco, CA 94107.

WORKING CONDITIONS 

Environment: 

• Busy and noisy office environment with frequent interruptions.
• Physical Demands: 
• Work in a highly stressful environment dealing with a wide variety of challenges, deadlines, and a varied and diverse array of contacts.
• Regularly sit, talk, and hear; able to visually intercept visitors. 
• Regularly use close and distance vision.
• Hearing and speaking to exchange information 
• Seeing to read a variety of materials 
• Working at desk and computer screen for extended periods of time.
• Dexterity of hands and fingers to operate a computer keyboard 
• Bending at the waist, kneeling or crouching to file materials 
• Lifting and transporting boxes weighing up to fifty pounds 

• Turn, bend, reach, and may occasionally use a ladder.

PROFESSIONAL PERFORMANCE STANDARDS

The staff is guided by/expected to meet the following performance standards:

• Maintaining an awareness of the school’s mission and philosophy;
• Performing tasks and responsibilities in a complete and timely manner;
• Maintaining a creative, team-building approach to job performance and seeking to bring a constructive, problem-solving orientation to all tasks;
• Seeking opportunities to develop skills and create opportunities to teach co-workers;
• Communicating in a timely, honest and sufficient manner;
• Exercising professional judgment and discretion; and
• Working well with a diverse staff and school community.