Long Term Sub Kindergarten Homeroom Teacher

Greensboro Day School; Greensboro (NC); On-site; USD 45,000 - 65,000; Full time

Benefits offered by this job

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Job summary

Greensboro Day School seeks an experienced lower school teacher for a full-time Long-Term Substitute Kindergarten Homeroom Teacher position. Dates for the position are mid-January through early to late May, 2027.

The role requires teaching all core subjects and maintaining a developmentally appropriate, evidence-based learning environment aligned with the School’s mission. This is a temporary on-campus position, five days per week with occasional evening/weekend work.

Qualifications

• Bachelor’s degree is required for this teach­ing position.
• Master’s degree and the appropriate teaching certification are preferred.
• Minimum teaching experience of two years is preferred.

Responsibilities

• Plan, implement, and assess student learning across core subjects (Math, Language Arts, Social Studies, Science).
• Design curriculum aligned with developmental stages and school philosophy.
• Use varied instructional methods and timely feedback to support student growth.
• Collaborate with grade-level peers and support staff to align teaching.
• Foster a safe, inclusive classroom climate and strong student–teacher relationships.
• Engage in advisory roles, clubs, and school functions as needed.
• Communicate with families about student progress and concerns.

Skills

Teacher competencies

Student-centered

Lifelong learner

Collaborative

Strong communication

Culturally competent

Adaptive & growth mindset

Integrity

Technologically fluent

Relation­ship-focused

Education

Bachelor’s Degree

Master’s degree (preferred)

Teaching certification (preferred)

Job description

If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process.

LS Faculty Temporary Professional Greensboro, NC, US

2 days ago Requisition ID: 1143

REPORTS TO:

Lower School Director

FLSA JOB CLASSIFICATION:

Exempt, 10 Month Position

JOB PURPOSE:

Greensboro Day School seeks an experienced lower school teacher for a full-time Long-Term Substitute Kindergarten Homeroom Teacher position. Dates for the position are mid-January through early to late May, 2027.

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 Long-Term Substitute Kindergarten Homeroom Teacher must be prepared to teach all core subjects (math, Language Arts, social studies, and science).

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

PRIMARY RESPONSIBILITIES:

Effectively plans, implements, and assesses student learning

Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages

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

Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student’s learning potential

Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning

Clearly defines and communicates expectations for student success

Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning

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 classroom to ensure a physically and emotionally safe climate at all times for self and students

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 of perspectives, approaches to learning, and content

ADDITIONAL RESPONSIBILITIES:

Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, 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)

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 Employee Skills

Human-Centered

Data-Informed

Professionalism

Technologically Fluent

Adaptable & Growth Mindset

Inclusive

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

Culturally competent

Proactive, Effective, & Professional Communicator

Reflective

Responsive

Position Requirements

Bachelor’s Degree required; Master’s degree and requisite certification in teaching area preferred

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:

Teachers of young children must be able to assist the children in toileting, hand washing, nose-blowing, etc. They must be able to move quickly and frequently from standing to sitting with ease, lift up to 50 pounds, and sit on small chairs and the floor. 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:

There are no direct reports for the Long-Term Substitute Kindergarten Homeroom Teacher.