Description

Middle School After-Care Teacher Job Description

Job Title: Middle School After-Care Teacher

Reports To: Dean of Student & Alumni Engagement 

FLSA Status: Hourly

Schedule: 10 Months

Division: Middle School

Schedule: 2:30 – 6:00 when students are present; varying schedule during conference weeks 

Alexander Dawson School Overview 

Located at the foot of Red Rock Canyon in the Summerlin community of Las Vegas, Nevada, The Alexander Dawson School at Rainbow Mountain is a top-ranked independent school serving approximately 580 students from Early Childhood through grade eight. As the state's first Stanford University Challenge Success partner school, Dawson embraces a modern learning philosophy and student-centered educational program emphasizing academics, creativity, student safety and wellbeing, and a healthy school-life balance. Our graduates are prepared to achieve their individual potential, savor life, and meet the challenges of the world. 

Alexander Dawson Middle School

Guided by the Mission of the School and driven by Alexander Dawson’s strategic plan, grades 5-8 of the Middle School are a time for inquiry and self-discovery. The middle school experience allows for risk-taking and the pursuit of deeper intellectual challenges, and Dawson students are prepared to take on such challenges with the support of master teachers who provide individual attention, promote the freedom to be curious, and empower every student to find their passions and voice. Learning and growth are in every corner of the Middle School, from the accessibility of conversations with advisors, teachers, administrators, and coaches to the strength of a community that fully believes and invests in each child. Teachers create lessons and learning environments that balance the intersection of academic knowledge, competency skills, and habits of mind.

Shared Values & Competencies of Dawson Employees

Alexander Dawson educators are engaged and innovative academic leaders committed to modern learning. Those who see opportunities before problems, lead with questions, assume positive intentions, are professional and respectful in their relationships, and collaborate effectively with colleagues of varied backgrounds find success in this working environment. Additionally, this position seeks individuals who:

• Commit to shaping a just, inclusive community and understand how centering equity impacts all aspects of the job

• Adapt a nimble mindset when dealing with frequent changes, delays, or unexpected events

• Act with intentionality, transparency, humility, and honesty

• Develop solutions when faced with problems, challenges, or dysfunctions and make decisions with resolve and empathy

• Communicate with care and clarity with multiple stakeholder groups

• Build trusting relationships and demonstrate teamwork through attentive listening and a commitment to collaboration

• Believe they can learn from others and lead with questions to gain perspective

• Act ethically, morally, and legally to maintain compliance with organizational policies 

• In addition to resourcefulness and adaptability, effective problem-solving fundamentals include respect for differences and a willingness to brainstorm with others to reach creative solutions

Qualifications

Position Summary: Provide support to the School, teachers, families, and internal/external vendors who provide classes for Dawson’s Bears After-School Engagement (BASE) program. Create a nurturing and safe environment for students and lead additional staff who support the program.

Essential Functions: The essential duties and responsibilities of this position include but are not limited to the following:

Duties

• Work closely with the Dean of Student & Alumni Engagement and the BASE Coordinator to ensure we offer a BASE program in alignment with the School’s Core Values. Be knowledgeable of the interests of the students and families

• Ensure the emotional and physical safety of all students. Be knowledgeable of student health and safety policies, including but not limited to Epipens, allergy lists, and first aid supplies

• Follow the daily schedule of classes and activities across grade levels

• Support the BASE Coordinator with carpool, tracking, and enrichment transitions 

• Ensure daily attendance for BASE, before-care, and after-care are sent to the BASE Coordinator daily

• Support the daily dismissal of students to their activities in the After-School Plaza (located in Lower School)

• Monitor supplies for the program, i.e., books, crafts, and games

• Facilitate whole-group instruction utilizing multiple strategies such as a balance of individual, small-group, and whole-class activities

• Assist with classroom preparation and organization

• Follow and execute lesson plans created by BASE Coordinator

• Carry out recess and snack duties

• Embrace a continuous improvement mindset and critically reflect upon teaching and learning

• Embrace cultural competency and commit to ongoing growth in the areas of diversity, equity, and inclusion

• Support and values social-emotional learning

• Create a student-centered and intentional after-school environment

• Redirect students by maintaining mutual respect and dignity

• Demonstrate an awareness and responsiveness to student needs and behavior; employ a relational discipline approach

• Maintain a positive and caring relationship with students and families, communicate as needed about student activities and behaviors, and remain responsive to concerns

Competency:

• Adaptability – Able to deal with frequent change, delays, or unexpected events

• Attendance/Punctuality – Is consistently at work and on time

• Confidentiality – Maintains confidential information

• Dependability – Keeps commitments

• Ethics – Treats people with respect; Works with integrity and ethically; upholds organizational values

• Judgment – Exhibits sound and accurate judgment

• Oral Communication – Excellent writing and verbal communication skills

• Organizational Support – Follows policies and procedures

• Problem-Solving – Uses reason even when dealing with emotional topics

• Professionalism – Treats others with respect and consideration regardless of their status or position

• Safety and Security – Observes safety and security procedures; reports potentially unsafe conditions

• Strategic Thinking – Identifies external threats and opportunities

• Teamwork - Ability to work independently and in teams

Education & Experience:

• High school degree or other certifications related to education preferred

• Three to five years in a school setting supervising children ages 5-15

• High level of computer technical skills required utilizing Google Suite products; program management systems; MAC experience and database or website maintenance a plus

Work Environment:

• The work environment characteristics described here represent those an employee encounters while performing the essential functions of this job. Reasonable accommodations may enable individuals with disabilities to perform essential functions.

• The noise level in the work environment is usually more than moderate due to the numerous students in attendance.

Physical Demands:

• An employee must meet the physical demands described here to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• While performing the duties of this job, the employee is regularly required to stand, walk,; reach with hands and arms and stoop, kneel, crouch, or crawl. The employee must frequently lift and move up to 10 pounds and occasionally lift and move up to 25 pounds.