Associate Teacher

Position Summary for Associate Teacher, Village School 

The Village Associate Teacher works in close partnership with the lead teacher to support planning and instruction using student-centered, experiential, and differentiated practices aligned with Chadwick’s philosophy. A primary responsibility of this role is working with students individually and in small groups—providing targeted support for students who need additional guidance as well as extension and enrichment for students who are academically ready for greater challenge.

The Village Associate Teacher partners closely with the Lead Teacher to design and deliver student-centered, experiential, and differentiated instruction aligned with Chadwick’s philosophy. Associate Teachers work intentionally with students across whole-group, small-group, and individualized settings, providing targeted support, strategic scaffolding, and meaningful extension to meet diverse learner needs.

Chadwick’s associate model is designed to maximize instructional impact for students while cultivating the professional growth of Associate Teachers through hands-on classroom practice alongside a mentor lead teacher.

Chadwick School’s associate teacher model is designed first and foremost to benefit students by increasing opportunities for personalized instruction. The role also supports the professional growth of associate teachers through hands-on classroom experience alongside a mentor lead teacher.

In kindergarten through grade 2, each classroom has both a lead teacher and an associate teacher to support individualized instruction during these foundational years. In grades 3–5, associate teachers are shared across classrooms as students develop increasing independence. Specific responsibilities vary by grade level and teaching team.

Major Responsibilities

• Model the Chadwick Core Values and help create a joyful, inclusive school experience within and beyond the classroom
• Demonstrate an understanding of and interest in the developmental needs of elementary-aged children, including anti-bias and identity-affirming teaching practices
• Provide targeted instruction to students in whole-class, small-group, and individual settings, with particular emphasis on small-group work that supports students who need additional scaffolding as well as those ready for academic extension
• Work closely with the lead teacher and learning specialist to plan and facilitate differentiated small-group instruction that responds to students’ strengths, needs, and readiness levels
• Collaborate with the grade-level team, division colleagues, wellness team, curriculum specialists, Village Instructional Coaches, and the Assistant Head of School for Teaching and Learning to support the design and implementation of a coherent, integrated curriculum
• Partner with the lead teacher, curriculum specialists, and Village Instructional Coaches to strengthen pedagogy and engage in ongoing professional learning
• Prepare, organize, and adapt instructional materials in collaboration with the lead teacher, particularly to support differentiated and small-group instruction
• Use a whole-child approach to build classroom community and maintain a learning environment responsive to the academic, social, and emotional needs of all students
• Use Responsive Classroom structures and principles to support effective routines, classroom management, and small-group learning
• Maintain an orderly, clean classroom in partnership with the lead teacher
• Participate in faculty duties, including student supervision during recess, lunch, and dismissal
• Attend grade-level planning meetings, weekly faculty meetings, and professional development days
• Assist with back-to-school events, open houses, concerts, and outdoor education trips, as relevant
• Demonstrate the ability to reflect on and actively engage in conversations around identity, race, and issues of social justice
• Perform other duties as assigned

WORK ENVIRONMENT AND PHYSICAL REQUIREMENT

• Required to lift and carry up to a maximum of 25 lbs., in a correct manner consistent with the appropriate training provided by the School.
• Occasionally required to use hand to feel objects, touch and use tools, reach with hands and arms, climb stairs, bend, stoop, twist, lift, reach, push, pull, grasp, balance, kneel, crouch, crawl, grasp, talk, hear, and walk during the course of employment.
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception and an ability to adjust focus.
• May use telephone, computer, copier, and other office equipment in the course of a day.
• Required to sit while operating word processing equipment for up several hours daily, repetitive motion for typing and other keystroke needs.

Compensation:  $32.00

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential function of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing this job, the employee is exposed to weather conditions prevalent at the time.  This may include warm, hot, or cold temperatures.  The noise level in the work environment is moderate.

CLEARANCES

Screenings:  TB Assessment and Livescan Background check

Note: The job description is not designed to cover or contain a comprehensive listing of activities, duties and responsibilities that are required of the position.

By submitting an Employment Application, I hereby understand and agree that consistent with its obligations under Education Code Section 44051 subd. (a)(2) and as a part of the application consideration process, Chadwick School will contact each Educational Employer and inquire about your employment history including, without limitation, whether I was the subject of any credible complaints of, substantiated investigations into, or discipline for, egregious misconduct, as defined in Education Code Section 44932, subd. (a)(1).

Salary : $32