Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.

The School believes that each employee makes a significant contribution to the school’s success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.

POSITION SUMMARY

The Beginning and Lower School Wellness Teacher designs and delivers a dynamic wellness curriculum for Preschool through 5th-grade students. This role includes developing and implementing engaging lesson plans, creating a supportive and inclusive learning environment, and assessing student progress. The teacher collaborates with faculty and staff to promote students' physical, emotional, and social well-being, fostering lifelong healthy habits.

PAY RANGE

• Based on Faculty Scale according to education and teaching experience
• $56,440-$101,930/ year

ESSENTIAL DUTIES

• Commitment to the tenets of progressive education including experiential learning, teaching to the whole child, education for democracy, and inquiry
• Implement a comprehensive Health and Wellness program based on best practices and national standards
• Plan and facilitate effective, differentiated lessons in physical education and health
• Assess student learning on an ongoing basis and use this information to inform instruction
• Work in a cooperative manner with teachers across the division and Wellness Department
• Work with other Wellness Department PS-grade 12 to plan and align Health and Wellness curriculum and instruction
• Foster a classroom environment where students feel comfortable to take risks, make mistakes, and be curious
• Practice thoughtful, respectful, and effective classroom management techniques which support active learning and promote responsibility, self-management, and positive relationships
• Work in partnership with students and their families
• Maintain frequent contact with families including newsletters, emails, meetings, and informal conversations
• Write progress reports and participate in parent/teacher conferences
• Attend all faculty meetings, community meetings, advisory groups, and student support meetings
• Supervise students during recess and other non-class times
• Provide guidance to students in the capacity of recess coach in both indoor and outdoor spaces
• Develop, plan, and supervise field trips (both local trips and overnights)
• Pursue professional learning opportunities, including 15 hours of professional development every year, and mandatory training to maintain ORO certification
• Maintain current Child Care Division Central Background Registry, CPR/First Aid certifications, professional development hours in Oregon Registry Online (ORO), and any trainings required by Catlin Gabel’s Human Resources Department
• Participate fully in the life of the school

OTHER RESPONSIBILITIES

• As assigned by the Head of Beginning & Lower School

SUPERVISORY RESPONSIBILITIES

• This position does not supervise employees but would include supervising students. 

INTERPERSONAL CONTACTS

• Interactions occur most routinely with students in the classroom and during other activities.  
• Many informal interactions with students for whom the teacher has no direct supervision or responsibility occur.  
• Daily contact ranges from direct teaching of curriculum, student advising, and to informal exchanges of a personal or social nature. 
• Frequent contact with parents either for scheduled conferences or casual conversation is a community norm.  
• Responsible and active collaboration with colleagues, in all divisions, is expected. 

COMPETENCIES 

• Adaptability & Problem-Solving: Ability to adjust to new situations and challenges, analyze problems, and implement effective solutions in dynamic environments.
• Communication & Teamwork: Skilled in conveying information clearly and effectively, fostering collaboration, and working as part of a team to achieve shared goals.
• Organization & Time Management: Strong organizational skills with the ability to prioritize tasks, manage resources, and handle multiple responsibilities efficiently.
• Cultural Awareness & Crisis Management: Demonstrates sensitivity to diverse perspectives and backgrounds, while maintaining composure and effective leadership during emergencies.
• Technology Proficiency & Willingness to Learn: Leverages modern technology to improve operations, while staying open to continuous learning and personal development.

QUALIFICATIONS/EXPERIENCE

• BA/BS or equivalent four-year degree in education, required
• MA/MS in PE and/or Health Education, preferred
• At least three years of teaching PE/Health at the early/elementary education level

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS

• The requirements listed below are representative of physical requirements and may not be all-encompassing.  Incumbents must be able to perform job duties with or without accommodations.
• Work is primarily performed in a classroom setting with occasional to frequent work leading students off campus activities.
• Requires ability to traverse campus to accompany and ensure the safety of children
• • This may include moving up and down stairs or hill between facilities multiple times throughout the workday
  • Frequent bending, squatting, stooping and kneeling
• Occasional lifting of 30-50 pounds 
• This position combines daily active movement in classroom and after school doing lesson preparation, directs attention to children (as necessary), and in stationary position participating collaborative meetings 30%-40% of the time
• Spend time outside with children each day in varying weather conditions.

SCHEDULE

This is a full-time, 1.0 FTE teaching position with an academic year schedule. Teachers are expected to be on campus at least between 8:00 a.m. and 4:00 p.m. daily and to attend other functions as designated. Full-time faculty members expected to travel to retreats, conferences and workshops as well as to accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments.