FTE: 100%

Agreement Dates: August 16 through August 15  Annually, hours- 7:45  am-4:30 pm

Report to: Associate Head of School

Department: Faculty 

Supervisory Responsibilities: No

EEO Category: 2

Pay Category: Exempt 

Pay Range: $72,471-$97,404 

Pay Rate: Annual

Pay Schedule: Semi-monthly

Summary:

SF Day seeks a passionate and experienced Play, Values and Experiential Coach to join our team starting in August 2025. The ideal candidate will fully align with our school’s mission, vision, and goals, demonstrating a collaborative spirit and infusing enthusiasm and energy into our social-emotional learning (SEL) focused play and experiential programs. This position collaborates deeply with students and teachers to cultivate a culture of play that helps students develop a sense of belonging and provides opportunities for them to contribute both on the playground and within the classroom and community.

Key Responsibilities & Qualifications

• Assist in creating a safe and inclusive playground and lived school experience for all students where they can develop skills to manage emotions, establish positive relationships and make responsible decisions promoting overall emotional intelligence and wellbeing 
• Support students with conflict resolution skills that encompass, communication, mediation, negotiation, self advocacy, self awareness, self management. 
• Create a focus on values, competitive gameship, leadership, conflict resolution and teamwork within the recess framework 
• Encourage safe, healthy play and positive conflict resolution through role modeling and active participation on the playground and in the classroom .
• Proactive daily care and management of all play spaces, manage student materials and oversee teachers managing play spaces. 
• Must love to play games and lead activities with kids and have the ability to model positive behavior. Actively engage a diverse range of students in respectful and inclusive healthy play throughout the school day. 
• Demonstrate ability to build rapport, trust and respect with students. 
• Maintain positive and appropriately professional relationships with the children and school staff
• Exceptional interpersonal, organizational, and time-management skills
• Detail-oriented with a strong emphasis on follow-through

Principal Accountabilities & Deliverables

• In partnership with the AHoS, support the implementation of SEL objectives and school-based behavior norms education K-8 
• Deliver high-quality, safe, and interactive recess programming that captivates the children involved
• Demonstrate a commitment to promoting social-emotional learning through play and contribute to building a healthy school community

Program Management 

• Utilize best practice frameworks and  resources to develop a curriculum that is aligned to SF Day’ s mission and values.
• Transform recess and play into enriching and positive experiences for all students.
• Provide active training, mentorship, and daily supervision during recess, on the playground, and throughout field trips and community engagement events.
• Oversee and train teachers and staff on recess duty, ensuring the effective application of social-emotional learning (SEL) practices.
• Establish clear communication channels to keep teachers and administrators informed about any issues or incidents that arise.
• Engage families and the community through workshops and support teacher training and staff development.

Student Experience

• Encourage Socialization and Conflict Resolution Skills -  Foster an environment where students can interact with peers and make new friends.
• Promote Peaceful Conflict Resolution - Guide students in learning how to resolve conflicts in a respectful and peaceful manner.
• Prepare for Activities - Discuss strategies with students on how to approach activities and what to do if things do not go as expected.
• Facilitate Cooperation - Provide cooperative games that encourage students to work together, communicate effectively, and demonstrate empathy.
• Support Diverse Needs - Offer a variety of unconventional materials and spaces to accommodate the diverse needs and experiences of all students.
• Encourage Self-Regulation - Create opportunities for students to practice self-regulation, helping them manage their emotions and behaviors effectively.
• Collaborate with K-2 Movement Teacher -  Work closely with the K-2 movement teacher to provide sensory support and interventions tailored for students in kindergarten through second grade.

Environment Creation:

• Foster a joyful, vibrant, and welcoming atmosphere within the library that encourages student engagement and exploration.

Other

• Collaborate with faculty and staff in student-facing duties such as arrival/dismissal, recess, and lunch

Qualifications:

• Minimum of 3 years of teaching experience
• In-depth understanding of elementary learners, including teaching methods, learning styles, and educational research relevant to this age group.
• Familiarity with a wide variety of SEL programs and interventions 
• Experience in evaluating and selecting 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
• Engage in school life - attend weekly division, department, or full faculty meetings and required events
• Perform additional responsibilities as assigned.

Required Qualifications and Skills:

• Teaching experience with proven results in supporting SEL programs in school
• Promotes a welcoming, caring, respectful, and safe work environment. 
• Strong written and oral communication skills
• Flexible thinker with the ability to multitask 
• Energetic, collaborative, and flexible

Working Conditions:

• 80% Indoors, 20% outdoors
• Ability to move around the school and playground to attend to individual operational and other matters
• Occasional requirement to lift more than 20 lbs
• Sit for an extended amount of time

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. 

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