Co-teach PK-3 English Language Arts and Reading classes, progressing to a lead teacher role over two years. Design student-centered literacy lessons and provide academic and social-emotional support to students.
Requirements summary
Requires a Bachelor's degree in education, English, or a related field, with teacher certification preferred. Candidates must demonstrate a passion for ELAR education and the ability to collaborate effectively in a mentorship-driven environment.
Summary: The PK-3 ELAR Teaching Fellowship at St. Philip’s School and Community Center is a unique, full-time opportunity for early-career educators seeking a dynamic and supportive launch into the teaching profession. Our program is designed for passionate individuals eager to explore mathematics instruction in a vibrant, mission-driven environment where teaching, mentorship, and professional growth are deeply valued.
The fellowship offers close mentorship from experienced faculty and the Director of curriculum and instruction, comprehensive professional development, and intentional opportunities to practice and refine classroom teaching.
Fellows will co-teach in their first year using a gradual release model, building toward full classroom responsibility in the second year.
Our goal is for each fellow to grow into a confident, reflective, and skilled lead teacher.
MAJOR JOB DUTIES/RESPONSIBILITIES Teaching & Instruction Co-teach a PK-3 English Language Arts and Reading (ELAR) classes, progressing to full lead teacher responsibilities.
Design integrated ELAR lessons that blend reading comprehension, vocabulary development, and writing to deepen literacy across the curriculum.
Craft engaging, student-centered experiences that connect literature, writing, and language study in meaningful and relevant ways.
Administer and analyze assessments to inform instruction and support student progress.
Differentiate instruction to meet diverse learning needs.
Prepare lesson plans that follow the school's scope and sequence.
Mentorship & Professional Growth Engage in ongoing mentoring and instructional coaching.
Participate in planning meetings with PK-3 Director and peers.
Attend professional development and pedagogy workshops alongside other fellows and teacher-leaders.
Student Support & Community Engagement Serve as an advisor to a group of students, supporting their academic and social-emotional development.
Monitor and guide student behavior to maintain a safe, inclusive learning environment.
Counsel students as needed to support performance and personal growth.
Communicate regularly with parents/guardians regarding student progress and classroom goals Additional Responsibilities Support classroom teachers across content areas when needed.
Supervise students in various environments (e.g., classrooms, playground, field trips).
Participate actively in school life, including extracurricular activities, faculty meetings, and events.
Take on gradually increasing responsibilities, including small group instruction and assessment.
Fellowship Structure Year One: Co-teaching with a mentor teacher; structured mentorship; gradual increase in instructional responsibility.
Year Two: Transition to lead teaching position (pending evaluation and school need).
Frequent check-ins with the Curriculum Director and PK-3 Director.
Work Environment and Physical Demands
Work is primarily indoor, but requires the incumbent to be in an out-door environment when traveling between campus buildings or off campus.
Standard office hours are 7:30 a.m. to 4:15 p.m.
Attendance at evening and weekend events is required.
Off-campus, state and regional travel may occur from time to time.
Must be able to lift and carry equipment and supplies weighing up to 40 pounds.
Must be able to bend, stoop and reach.
Manual dexterity to efficiently operate a computer keyboard and other business machines.
Near vision sufficient to read written communication and computer display screens Adequate hearing to communicate effectively in person and by phone.
Requirements
Qualifications
(Education, Training, Knowledge, Skills, Abilities and Experience) Bachelor's degree in education, English, or a related field. Teacher Certification (preferred) Demonstrated passion for ELAR education and student-centered instruction. Strong written and verbal communication skills. Growth mindset and willingness to receive feedback and refine practice. Ability to collaborate effectively with colleagues and families. Experience working with children in an academic or mentoring setting. Strong interpersonal and communication skills Excellent oral and written communication skills Strong interpersonal and collaborative skills
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percent, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies.
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment.
Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods.
Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize specific, job-related equipment.
Problem solving is required to analyze issues and create action plans.
Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate.
Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.
Work behavior
Servant
Heart:
Displaying
Christ-like
Character
Respectful:
Treating all with dignity
Trustworthy:
Behaving and speaking in a manner that builds trust
Pursuing
Excellence: Becoming better individually, organizationally, and in the community
Wednesday-Friday) 7: a.m.-5:30 Tuesday for Faculty Meetings Extensive mobility – both indoor and outdoor while at the school and while on field trips will be required. Normal physical activity including some bending, pushing, pulling, and lifting and carrying, which may range up to 35 lbs. upon occasion.
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