Job Title: Lower School Faculty
Reports To: Director of Lower School
FLSA Status: Exempt
Department: Lower School
Schedule: 10 months
Alexander Dawson School Overview:
Located at the foot of Red Rock Canyon in the Summerlin community of Las Vegas, Nevada, since 2000, 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 that emphasizes 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 Lower School:
Guided by the Mission of the School and driven by Alexander Dawson’s strategic plan, the Lower School is a place of joyful learning. Our faculty are caring, creative, and knowledgeable teachers passionate about whole-child education. As a modern learning institute and a Challenge Success school, Dawson teachers create lessons and learning environments that balance the intersection of academic knowledge, competency skills, and habits of mind. Remaining current on best practices related to competency-based education and Project-Based Learning is a top priority for all Dawson faculty. Lower School teachers, students, and families value the strong sense of community and the personalized learning experiences the School provides through its diverse curriculum. The Lower School culture emphasizes team dynamics and an ongoing commitment to learning from others. The Lower School program is proud to be accredited by the Northwest Association of Independent Schools (NWAIS).
Position Summary:
The Alexander Dawson School at Rainbow Mountain seeks a Lower School faculty member for the 2024-2025 school year. Working closely with other members of the grade-level team, this educator is responsible for designing a curriculum and creating an environment in which each student feels like an integral part of the school community. This teacher is responsible for implementing programs such as Everyday Mathematics, Being a Reader, and Being a Writer. In addition to teaching, the educator will communicate regularly and proactively with students, families, and colleagues, as well as contribute positively to the overall school culture while fulfilling duties as assigned (recess and lunch supervision, etc.) and serving on school committees as requested or desired. Finally, Dawson is looking for a dynamic Lower School teacher who loves primary and intermediate age groups and can inspire our learners to think critically and creatively, question with a deep curiosity about the world, and exude joy for savoring life.
QualificationsEssential Functions: The essential duties and responsibilities of this position include but are not limited to:
Learning Environment
Support and value social-emotional learning
Create a student-centered, print-rich, and intentional classroom environment
Redirect students by maintaining mutual respect and dignity
Interact with students by making genuine connections and demonstrating warmth, care, and respect
Convey high expectations for student achievement through visible instructional goals, learning activities, and interactions
Maintain a safe and organized learning environment where student voice and ownership is encouraged and valued
Establish effective classroom routines and maximize instructional times
Involve students in the development of classroom norms
Exhibit the philosophy that process has as much value as product
Demonstrate an awareness of and responsiveness to student needs and behaviors; employ a relational discipline approach
Planning and Instruction
Use high-impact strategies rooted in Dawson’s Core Values that effectively engage students
Ask questions that require higher-order thinking
Communicate focus and purpose of lessons with students in written and/or oral form
Present activities in a logical and meaningful order
Exhibit student work both in the process of development and the final product
Engage students in the development of learning outcomes
Provide feedback and coaching to students that is timely, specific, realistic, and relevant and encourages goal-setting
Modify lessons based on student needs
Utilize multiple grouping strategies such as a balance of individual, small-group, and whole-class activities in teaching and planning
Provide opportunities for the application and transfer of students’ knowledge and skills
Use technology to create student experiences that have transformative impacts on learning (SAMR)
Design authentic assessments and performance tasks to measure student learning
Use data to make informed curricular and instructional decisions
Professional Responsibilities
Attend and actively engage in divisional and school-wide meetings
Critically reflect on teaching and learning
Embrace cultural competency and commit to ongoing growth in the areas of diversity, equity, and inclusion
Maintain an effective system for recording student progress where outcomes are continually monitored and assessed
Maintain positive and caring relationships with families, communicate regularly about student progress, and remain responsive to concerns
Provide families with an ongoing window into the student experience and growth process
Competencies:
Adaptability – Able to deal with frequent change, delays, or unexpected events; able to balance the demands of a robust teaching schedule
Communication – Written and oral communication is clear, concise, and professional; listen and get clarification; respond well to questions
Confidentiality – Maintain confidential information
Customer Service – Manage difficult or emotional parent situations; respond promptly to family needs
Dependability – Keep commitments
Ethics – Treat people with respect; work ethically and with integrity; uphold organizational values
Judgment – Exhibit sound and accurate judgment
Mindset - Presume positive intentions; approach challenges with a growth mindset
Organizational Support – Follow policies and procedures
Planning/Organizing – Prioritize and plan work activities; use time efficiently
Problem Solving – Use reason, even when dealing with emotional topics
Professionalism – Treat others with respect and consideration regardless of their status or position
Professional Development - Seek opportunities for professional development to enhance content knowledge and pedagogical skills
Safety and Security – Observe safety and security procedures; report potentially unsafe conditions
Strategic Thinking – Identify opportunities for school advancement and growth
Teamwork - Prioritize team over individual; maintain an open mind and collaborate in team, departmental, and divisional decisions to ensure that all students succeed
Time Management – Stay focused and engaged during the completion of time-sensitive tasks; appropriately pace lessons to optimize student learning
Qualifications, Education & Experience:
Minimum three years of teaching experience
Excellent written and verbal communication skills
Bachelor’s degree in education or a related field required; Master’s preferred
Experience working with elementary-aged students
A strong awareness of current brain research related to the use of technology
Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
The noise level in the work environment is usually moderate.
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 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 and walk; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.