Physical Education Teacher (PE)

Company Description

Founded in 2002, La Scuola International School – the only Reggio Emilia inspired, International Baccalaureate (IB) and Italian language immersion school in the world – is serving the Bay Area with two San Francisco campuses (Preschool - Grade 8), and one new campus in Silicon Valley (Preschool - Grade 1).  Our mission is to inspire brave learners to shape the future. Every day, it’s the students at La Scuola who ask provocative questions and lead their learning across languages, across cultures, and across subjects.  To learn more, please visit us at www.lascuolasf.org. 

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.

Job Description

Duties include but are not limited to:  Supporting and implementing the daily program in Grades 4 - 8 in accordance with the policies and philosophy of the School under the supervision and direction of the Division Director(s) and the Head of School.  Below are additional details regarding duties and responsibilities, though such description is subject to change without notice as the School's needs may require.

Designing, planning & implementing appropriate curriculum goals and long-term projects within the IB-PYP and IB-MYP 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-PYP and IB-MYP frameworks 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.

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.

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

• Maintaining a provo