Employment

List of 5 items.

• Custodian

  The Custodian maintains the overall look and function of the School through general cleaning-related duties, which include: classrooms, restrooms, play areas and office areas throughout the campus.
  
  

  Examples of Essential Functions:

  1. Cleaning of school areas includes, but is not limited to:
     1. Clean, sweep, dust, mop, wash, and vacuum floors using brooms, mops and/or powered scrubbing or waxing machines.  
     2. Clean windows, woodwork, furniture and equipment.
     3. Clean rugs, carpets, upholstered furniture and/or draperies, using vacuum cleaners and or shampooers.
     4. Clean and sanitize toilet facilities and maintain restrooms supplied with towels, tissue, soap and other items. 
     5. Clean sinks, countertops, microwaves, and refrigerators in break rooms.  
  2. Collect and dispose of trash in restrooms, classrooms, lunch areas and offices.
  3. Maintains an inventory of cleaning and toiletry supplies.  Maintain janitor closets in a clean, organized and safe manner.  Proper labeling, dilution and use of all chemicals.
  4. As needed, replaces light bulbs and fuses.
  5. As needed, assemble furniture, equipment and other various items for classroom and office use.
  6. Monitor building security and safety by performing such tasks as locking doors and checking windows after operating hours, checking electrical appliance use to ensure that hazards are not created, and turning off lights.  Locks/unlocks doors either in the morning or evening.  
  7. Assists with work order/set up requests for various functions on campus; Prepare rooms for meetings, conferences, or events involving setup of tables and chairs.
  8. Perform thorough cleaning of school and various maintenance projects during the summer months.

  Convey a positive image of the Pegasus School at all times when working with students, parents, employees and the public.

  
  

  The preceding functions have been provided as examples of the types of work performed by employees assigned this job classification.  Management reserves the right to add, modify, change or rescind the work assignments of different positions and to make reasonable accommodations so that the qualified employees can perform the essential functions of the job.

  
  

  Qualifications Guidelines
  
  

  Experience/Training/Education:

  Required – Employee should have equivalent to high school diploma or general education degree (GED) and a minimum of 1 -2 years general building services experience; or equivalent combination of education, training and experience.  

  Desirable – Two or more years’ experience as an unskilled or semiskilled worker in one or more of the basic maintenance trades.  

  
  

  Knowledge/Skills/Abilities:

  Knowledge of general building services experience including housekeeping, cleaning, etc.  Ability to understand and follow verbal and written instructions and prioritize duties assigned.  Ability to work cooperatively and as part of a team based on the requirements set by the school.  Ability to work independently and complete a daily work schedule.  Ability to relate to faculty, staff and students in a courteous manner. Understanding and use of standard office equipment including telephones and computers.  

  
  

  Physical and Environmental Elements:

  Ability to do sustained, moderate to strenuous work.  Physical agility to push/pull, squat, twist, turn, bend, stoop,  reach overhead, and climb. Ability to perform physical labor such as moving furniture and equipment, lifting, climbing ladders and stairs.  This position requires a certain amount of strength, dexterity and alertness.  May work outdoors during inclement weather.   

  
  

  Special Requirements/Certification (travel, extended hours):  

  Some extended evening and weekend work may be required during special events on campus.
  
  Please click here to complete the online form and indicate the position you are applying for. You will need to attach your cover letter and resume at the end of the form. Due to the number of applications we receive, no phone calls, please.

• Instructional Coach

  An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders. This is achieved through one-on-one and small group support for teachers, specialists, and school leaders around evidence-based strategies and the instructional coaching process with the goals of increasing student engagement, improving student learning, and building teacher capacity. The basic purposes of this job are to:
  

  1. Grow and support an existing instructional coaching model and professional development program that matches the school’s initiatives for excellence in teaching and learning
  2. Co-teach, provide model lessons, and/or push into classroom to provide teacher coaching and support
  3. Provide recommendations and strategies to the Lower School faculty on how to meet the needs of all learners in the classroom through differentiated instruction, accommodations, and best practices
  4. Work with individual teachers and teaching teams to develop and enhance curriculum
  5. Lead and support curriculum documentation; support teachers in refining, updating, and evaluating learning objectives and curriculum
  6. Support, monitor, and grow student assessment systems and engage with teachers and administrators on using the data to inform instruction and intervention

  
  Examples of Essential Functions:
  
  Coaching Teachers:
  The Instructional Coach, having both content expertise and teaching experience, as well as instructional coaching training, in order to collaborate with classroom teachers and learning specialists to support improved student learning and teacher practice. The
  Instructional Coach will provide differentiated individual and group professional learning that will expand and refine teachers’ understanding of classroom management, content, effective instruction, and assessment. This role provides personalized, ongoing support based on school goals and identified needs of individual teachers in a way that is different from an administrator conducting a more formal evaluation. As a skilled communicator
  and motivator, the instructional coach will encourage teachers to reflect on classroom practices and will assist teachers in developing and attaining professional goals, all with a focus on improved student learning. Duties include, but are not limited to, observing
  instruction and providing feedback, modeling effective instructional strategies, offering and recommending resources, sharing research and emerging trends, collecting and analyzing data, assessing existing practices and matching needs with supports, and providing individual and group professional development.
  
  Administration:
  The Instructional Coach will work with the Lower School Director to support and develop curriculum initiatives, participate as a member of the Instructional Leadership Team, and serve as a leader of the Lower School Curriculum Committee. As a member of the learning support team, they will provide insight and direction for teachers in
  supporting students with learning differences and bring recommendations to the Lower School Director on initiatives that may better support classroom learning. This individual will lead and oversee programming for associate teachers and actively support the new hire mentorship program, providing specific training for new faculty. The Instructional Coach works closely with the Technology Coach in supporting the intersections between instructional practice and student engagement using technology, especially in the age of
  distance learning. Office duties include, but are not limited to administrative tasks, documenting and monitoring curriculum, completing reports and maintaining accurate records.
  
  The preceding functions have been provided as examples of the types of work performed by employees assigned this job classification. Management reserves the right to add, modify, change or rescind the work assignments of different positions and to make reasonable accommodations so that the qualified employees can perform the essential functions of the job.
  
  Qualifications Guidelines
  
  Experience/Training/Education:
  Required – Bachelor’s degree, a minimum of five years’ classroom experience working with Lower School students, and training and/or experience in teacher mentorship, adult learning theory, or providing professional development.
  
  Desirable – Master’s degree in Education or a related field, teaching credential, ten years of teaching experience, experience working with gifted learners, training in reading and/or math instruction and knowledge of programs such as Readers/Writers Workshop, Fundations, successful experience as an instructional coach in an independent school environment.
  
  Knowledge/Skills/Abilities:
  Duties include, but are not limited to, observing instruction and providing feedback, modeling effective instructional strategies, offering and recommending resources, sharing research and emerging trends, collecting and analyzing data, assessing existing practices and matching needs with supports, and providing individual and group professional development. Requires knowledge and understanding of elementary education; reading and language methodologies; principles and methods for curriculum and training design; correspondence techniques and English composition, grammar, spelling and punctuation; knowledge of Microsoft Office, Google Apps for Education and/or equivalent programs. Skills required include instructing others; monitoring and assessing performance; using training and instructional methods appropriate for the situation; use of standard office equipment and educational tools. Ability to motivate and inspire teachers; communicate
  information clearly both orally and written; analyze assessment data; provide effective coaching and feedback; able to prioritize tasks and communicate effectively with teachers, students, parents and other employees.
  
  Physical and Environmental Elements:
  This is both a sedentary office classification and outside environment classification. Employees may work in an office environment with moderate noise levels, controlled temperature conditions and no direct exposure to hazardous physical substances. Employees may have exposure to extreme heat or cold, wet or humid conditions, excess noise or other conditions when working in the outside environment. Employees have occasional exposure to irate parents, staff and public and private representatives in interpreting and enforcing departmental policies and procedures.
  
  Finger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard or calculator and to operate standard office equipment. The position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file information and lifts and carries reports that typically weigh less than 20 pounds.
  
  Please click here to complete the online form and indicate the position you are applying for. You will need to attach your cover letter and resume at the end of the form. Due to the number of applications we receive, no phone calls, please.

• Lower School (K–Grade 5) Spanish Teacher

  Candidates should possess the ability to teach young children Spanish language and culture, providing an immersive experience in the target language through multi-modal, differentiated, and responsive instruction. Lower School Spanish (K-5) serves as a
  foundation for our Middle School Spanish program, which is a daily academic subject.
  
  Examples of Essential Functions:
  

  1. Engage students in active learning to develop cultural competency and spoken language for interpersonal, interpretive and presentational communication.
  2. Guide students through the use of authentic materials, the regular use of the target language, and vibrant and purposeful engagement with existing and emerging technologies.
  3. Develop an expansive curriculum that follows a developmental progression and includes, but is not limited to, grammar and vocabulary, conjugation, Spanish culture, and participation in multilingual communities, which promotes the development of social, emotional, cognitive and academic skills.
  4. Engage in frequent collaboration related to planning, instruction, and assessment directly connected to student learning with both grade level homeroom teachers and the Spanish Department.
  5. Observe and evaluate student’s work and progress, providing regular feedback to students. Instruct students both individually and in group, adapting teaching methods to meet students’ varying needs, interests, and learning styles.
  6. Prepare, administer, and grade classwork and homework in order to evaluate student’s progress.
  7. Plan and supervise class projects, guest speakers and other activities or school wide events to promote learning.
  8. Meet with parents/guardians and homeroom teachers to discuss children’s progress and maximize student learning.
  9. Perform other Lower School duties including chaperoning field trips, performing duties (such as carpool), and attending meetings.
  10. At all times maintain appropriate boundaries between student and adult.
  11. Convey a positive image of The Pegasus School at all times when working with students, parents, employees and the public.

  The preceding functions have been provided as examples of the types of work performed by employees assigned this job classification. Management reserves the right to add, modify, change or rescind the work assignments of different positions
  and to make reasonable accommodations so that the qualified employees can perform the essential functions of the job.
  
  Qualifications Guidelines
  
  Experience/Training/Education:
  Required – Bachelor’s degree with a single subject Spanish credential or multiple subject teaching credential with combined training and/or experience teaching Spanish. A minimum of three years as a lead Spanish teacher, preferably in pre-K – Grade 8, and native or near-native proficiency.
  
  Desirable – Master’s degree in the area of education or Spanish and five or more years of independent school classroom experience in a Lower School setting.
  
  Required Knowledge/Skills/Abilities:
  Candidates should demonstrate the ability to create developmentally appropriate curricula, establish a nurturing and engaging classroom environment for all students, and work collaboratively with a teaching partner, various colleagues, and
  parents/guardians. Candidates should possess excellent interpersonal and communication skills, demonstrate strength in the integration of technology such as Google Apps for Education to enhance Spanish instruction, and apply knowledge regarding best instructional practices in teaching world languages.
  
  Physical and Environmental Elements:
  This is both a sedentary office classification and outside environment classification. Employees may work in an office environment with moderate noise levels, controlled
  temperature conditions and no direct exposure to hazardous physical substances. Employees may have exposure to extreme heat or cold, wet or humid conditions, excess noise or other conditions when working in the outside environment. Employees have occasional exposure to irate parents, staff, and public and private
  representatives in interpreting and enforcing departmental policies and procedures.
  
  Finger dexterity is needed to access, enter, and retrieve data using a computer keyboard, typewriter keyboard or calculator and to operate standard office equipment. The position occasionally bends, stoops, reaches, pushes and pulls drawers to retrieve and file information, and lifts and carries reports that typically weigh less than 20 pounds.
  
  Please click here to complete the online form and indicate the position you are applying for. You will need to attach your cover letter and resume at the end of the form. Due to the number of applications we receive, no phone calls, please.

• Lower School Math Specialist

  The Lower School Math Specialist serves as a mathematics curriculum leader and coach, while also supplementing mathematics instruction provided in classes by teaching an additional section of math to help reduce class size within a given grade level or by working with children, either as individuals or in small groups, who have been identified as needing specific mathematic instruction for enrichment or for intervention. 

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• Substitutes

  Pegasus strives to find substitutes who share the same commitment as our faculty. In each classroom, there is a teacher and a teaching assistant. Both positions have substitute opportunities available.
  
  We ask that teacher substitutes possess a valid teaching credential. Candidates should also be proficient in technology, and specifically have experience with Google Suite for Education (i.e. Mail, Drive, Classroom, Docs, Sheets, Slides, Sites, and Calendar) and Zoom.
  
  Please click here to complete the online form and indicate the position you are applying for. You will need to attach your cover letter and resume at the end of the form. Due to the number of applications we receive, no phone calls, please.