San Francisco Unified School District
Transitional Kindergarten Classroom Teacher

SFUSD MISSION AND GOALS

The mission of the San Francisco Unified School District is to provide each student with an equal opportunity to succeed by promoting intellectual growth, creativity, self-discipline, cultural and linguistic sensitivity, democratic responsibility, economic competence, and physical and mental health so that each student can achieve his or her maximum potential. 

Our three primary goals focus on closing the achievement gap and diminishing the predictive power of demographics: 

• Access and Equity: We will make social justice a reality by ensuring every student has access to quality teaching and learning.
• Achievement: We will ensure that every student graduates from high school ready for college and career success in the 21st century. 
• Accountability: We will keep our promises to students and families and enlist everyone in the community to join us.

DESCRIPTION

Classroom teachers are responsible for classroom instruction in the schools in which they are assigned.  Transitional Kindergarten (TK) is the first part of a two year kindergarten experience for children who turn 5 years old between November 2nd and December 1^st for the 2012-13 school year; October 2^nd and December 1^st for the 2013-14 school year; September 2^nd and December 1^st for the 2014-15 school year and on.

TK Teachers set clear short-term and long-term goals to drive instruction.  TK teachers offer children developmentally appropriate curriculum aligned with both the Preschool Foundations and the Common Core State Standards/California Kindergarten Content Standards.  Teachers will assess student needs consistently in relation to the curriculum objectives.  Ongoing student development will be used to prepare meaningful reports that inform parents of progress.   

All Teachers must maintain a classroom environment that is conducive to learning and implement the school's student management policies and procedures.  All Teachers are held accountable for the safety and welfare of all students. There is an expectation for TK teachers to collaborate with all colleagues to address and resolve student issues.  Necessary accommodations and modifications for growth and success of all students must be provided. 

LOCATION 

• Leola Havard Early Education School OR
• John McLaren Early Education School OR
• Otherwise specified

ESSENTIAL DUTIES AND RESPONSIBILITIES

In accordance with the California Standards of the Teaching Profession, the Regular Classroom Teacher works under the supervision of the Site Administrator and in collaboration with their school staff, families and community, and is responsible for the fulfillment of the essential duties set forth below:

1. Support School-Wide Academic Performance Goals
2. Deliver Rigorous Instruction to all Students
3. Develop a Culturally Responsive Classroom Environment
4. Improve Standards of Practice for Self and Colleagues
5. Build Connections with Families and Community to Support Student Learning
6. Other duties as assigned by the principal and/or school site administrators

The length of the work year for all teachers shall be 184 days waiting for new contract of service.  The contract made between the San Francisco Unified School District and the United Educators of San Francisco is available at www.uesf.org.  Principal expectations regarding teaching customs vary by school site. You may access and read individual school profiles and academic plans at the following link: www.sfusd.edu/schools.

The essential responsibilities of the TK Teacher include:

• Implement developmentally appropriate curriculum and activities to prepare students for Kindergarten
• Administer assessments and utilize data to refine curriculum and inform instruction
• Participate in the collaborative curriculum development process
• Produce lesson plans that establish clear learning objectives and outcomes
• Uses a variety of instructional strategies to meet the needs of different learning modalities
• Differentiate instruction to meet the needs of various student levels
• Communicate frequently with parents and families, and colleagues, including a Transitional Kindergarten Welcome Night before school year begins
• Conference with parents 2 times a year and as needed
• Actively participate in regular grade-level and cross grade-level meetings
• Participate in professional development, including an orientation prior to the beginning of the school year

MINIMUM REQUIREMENTS

• Possession of a valid Multiple Subject or equivalent California Teaching Credential and English Learner authorization as required by Board Policy
• NCLB “Highly Qualified” certificate, as required by the No Child Left Behind (NCLB) Act of 2001 
• Legal authorization to work in the U.S. 

• Experience with teaching in an Early Education setting 
• Early Childhood Education (ECE) degree or at least 12 ECE units (must provide unofficial transcripts)
• Demonstrated knowledge of developmentally appropriate practice
• Familiarity with the California Foundations and Desired Results Developmental Profile (DRDP), California Kindergarten State Standards
• Commitment to continuous professional development and collaboration
• Experience analyzing assessment data and using it to drive instruction
• Demonstrated experience of culturally appropriate practice