LS Physical Education Teacher & Athletic Trainer
Stuart Country Day School of the Sacred Heart
Location
Princeton, New Jersey
Quick overview
The teacher will lead Lower School Physical Education classes for students aged 18 months to grade 4. Additionally, they will serve as the school's athletic trainer and provide support to the Athletic Department.
Requirements summary
The ideal candidate is an early career educator with expertise in their field and a strong commitment to all-girls education. They must demonstrate a passion for curricular innovation and the ability to foster an inclusive, anti-racist learning environment.
Job description
Stuart Country Day School of the Sacred Heart in Princeton, New Jersey, an independent, Catholic all-girls PS-12 Sacred Heart School with a mission to educate the whole child and inspire young women to lead lives of exceptional leadership and service, is searching for a full-time Lower School Physical Education Teacher and Athletic Trainer.
Teach Lower School Physical Education classes from 18 months to grade 4, serve as the school’s athletic trainer and support the Athletic Department. The job is full time with daily hours from 10:00-6:00
An early career candidate is encouraged to apply, especially if they are interested in developing the pedagogy, career, and profession of education. The ideal candidate has expertise in their field, a passion for curricular innovation, a proven ability to work collaboratively in an interdisciplinary setting, and a strong belief in all-girls education. An equal opportunity employer, Stuart Country Day School of the Sacred Heart is looking for an anti-racist educator committed to diversity, equity, inclusion, and belonging and who will demonstrate cross-cultural competency in their teaching and leadership practices. The school seeks candidates who can:
· Create an inclusive work environment.
· Use multicultural teaching/leadership methods, materials, and resources that reflect multiple perspectives.
· Engage in professional development opportunities to further develop inclusive teaching and leadership practices
