Qualifications:

• Master of Library Science (MLS) degree.
• Minimum of 3 years of teaching experience, preferably with middle school students.Demonstrated flexibility, curiosity, and enthusiasm, with a strong knowledge of young adult literature.
• In-depth understanding of middle school learners, including teaching methods, learning styles, and educational research relevant to this age group.
• Familiarity with the scope and sequence of library and information literacy curriculum.
• Experience in evaluating and selecting both print and digital resources, with a commitment to equitable and inclusive practices.
• Excellent communication and interpersonal skills, with the ability to collaborate proactively with students, faculty, and parents.
• Technology and Software Proficiency
• Train and support Parent Guardian Association library volunteers on library circulation, in partnership with the Director of the Library Media Center 
• Remain current with publishing trends and best practices in school librarianship, specifically School Library Journal, Kirkus Review, and Knowledge Quest.
• View curriculum as well as classroom and School culture through a lens focused on the mission and policies of the school.
• Conduct an annual inventory in conjunction with the library team.
• Catalog and process books.
• Promotes a welcoming, caring, respectful, and safe work environment. 
• Engage in school life - attend weekly division, department, or full faculty meetings and required events
• Perform additional responsibilities as assigned.

Required Qualifications and Skills:

• Library experience required
• Current with Children and Young Adult Literature
• A demonstrated love of literature
• Knowledge of Follett Destiny is preferred
• Strong written and oral communication skills
• Flexible thinker with the ability to multitask 
• Energetic, collaborative, and flexible
• Knowledge of Google Suite
• Master of Library and Information Science is preferred

Working Conditions:

• 80% Indoors, 20% outdoors

SF Day Community Expectations

In following these community expectations, we strive to create:

• A working environment for employees to feel grounded in purpose, seen, and respected at school.
• A learning environment for students to gain the skills and knowledge to grow into global citizens who care for themselves, each other, and our world.

Employees:

1. Are compassionate and kind to ourselves and others. We work together as active contributors in a connected community and focus on balance and wellness so we can show up fully for students.
2. Are prepared. We have the appropriate training, knowledge, and skills regarding this age group's developmental characteristics and needs. We complete our responsibilities with professionalism and fidelity.
3. Are reflective and accountable. We take time to consider the intent and impact of our actions and repair the harm done for the betterment of the community.
4. Are lifelong learners. We are committed to continuous professional growth and lifelong learning.
5. Put the children first. We are child-centered, both in and out of the classroom. We treat each child as an individual with respect and dignity. We create a safe environment where students grow in autonomy and the ability to work and play together.
6. Partner with families. We believe in the importance of the home-school partnership and partner with families proactively and positively.
7. Communicate with professionalism and care. We communicate with professionalism and care to each other and our students.
8. Uphold high expectations for ourselves and our students. It is all of our work to create an environment that fosters personal integrity and social responsibility.

Teachers:

1. Are skilled at teaching their subject area and grade level(s). We are constantly deepening and evolving our craft to ensure best practices. We know how we teach is as important as what we teach, and growth requires feedback, reflection, and change.
2. Understand the arc of child development. We align our pedagogy and content to this developmental arc.
3. Create an engaging, culturally responsive classroom. We recognize and value the importance of actively engaging students’ learning. We honor students’ cultural displays of learning and respond positively and constructively.
4. Plan for predictable variability in the learning profiles of students. We provide multiple means of representation and engagement, as well as support and extension in what we teach and assess.
5. Provide clear, consistent classroom norms and logical consequences. We provide feedback to students with clarity and care and guide them through the reflective and restorative process. Students know what routines to expect and what’s expected of them to support them in becoming empowered learners and responsible school community members.
6. Provide clear learning goals and objectives. We align to content area scope and sequence. We ensure that students know what they are learning when they are learning it, and why they are learning it.

• Per CA statutes, all School employees should be able to pass a Federal and State background check, provide a negative TB test, and maintain professional behavior during the period of employment. The employment offer is contingent upon these requirements.

About San Francisco Day School

SF Day is an independent, co-educational, K-8 school. SF Day educates, nurtures and inspires girls and boys of diverse backgrounds to achieve their highest academic and creative potential, to embrace ethical values and to become active contributors to their communities. San Francisco Day School welcomes and celebrates children, families, faculty, and staff that reflect the broad range of diversity in the Bay Area. The school values the strengths and accomplishments of the individuals who are part of the community and takes pride in and celebrates the diversity and special character of the community as a whole. Therefore, San Francisco Day School encourages people of color and LGBTQ+ applicants to apply.

Connections working at San Francisco Day School