After School Enrichment Program: Program Manager

Report to: Director of AEP

Work Hours: 11am-6pm (full time + benefits)

FLSA Classification: Hourly

At San Francisco Day School, we believe that when intellect and imagination are intertwined, students delight in the discovery of connection, in their academic and creative pursuits, in their relationships, and in all that they experience here.

Every day we help our students emerge as flexible and resourceful learners. Because when we do, our students light up with the call and capacity to take on the complexities of their day and of a diverse world.

Our Mission

At SF Day we ignite curiosity. We cultivate a diverse, nurturing community that encourages learners to expand their perspectives and become their true selves. Students develop as compassionate, creative problem-solvers, prepared to thrive in an ever-changing world.

SF Day Fast Facts

· Independent, co-educational, K-8 school

· Founded in 1981

· Serving 420+ students

· Located in the heart of San Francisco

OVERVIEW

The AEP Program Manager supports the school day and the operations of afterschool and its activities for K-8 students. The AEP Program Manager is responsible for daily operations planning, designing & overseeing AEP curriculum and activities (athletics and enrichment classes), supporting the AEP Director and Assistant Director with administrative duties, and assisting in training and leading part-time AEP staff members.

This position is also responsible for supporting our Summer Camp program for our students. This means supporting curriculum development, assisting staff and students, and leading camp offerings during the summer.

While the responsibilities of this position are directly tied to after-school and summer offerings, the AEP Program Manager is also a leader and steward responsible for making connections and bridging the culture of SF Day’s school day to a safe, inclusive, and enriching environment for students outside of their classrooms.

ESSENTIAL FUNCTIONS OF POSITION

Responsibilities and Duties:

• Help develop and lead after-school curriculum and enrichment activities for our students. This includes general after-school activities and athletics, evening events, half-day activities, full-day camps, and summer camps.
• Research after-school enrichment activities in the community to propose for the program
• Help monitor and support staff in supervising students in the AEP room, playground areas, and other areas of the school
• Ensure daily execution of the program, especially during peak times
  • All students are signed in, in the correct classes/lessons, and assist with dismissal
• Assure student behavior is consistent with the school day expectations of stewardship, responsibility for one’s actions, respect for all, and being a caring member of the community while using restorative justice practices when needed
• Facilitate conflict resolution between students
• Lead daily community snack time circles
• Setup and clean up classroom and play spaces daily
• Lead summer camps
• Help develop training for part-time AEP and summer staff
• Communicate effectively with parents, families, and other SF Day after-school staff members;
• Maintain stock of AEP snacks and supplies
• Support school day (lunch, recess, classroom duties)
• Maintain consistent, punctual, and regular attendance
• Assist with administrative duties as assigned by the supervisor
• All other duties as assigned by the supervisor

Classroom Management and Culture

• Establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture.
• Create a culture of support and accountability with student behavior within the classroom by providing clear expectations, logical consequences, and opportunities to reflect and repair.
• Adapt teaching methods and materials to meet students' diverse interests and learning styles.

Parent/Guardian Partnership

• Establish a professional and cordial relationship with families focused on timely feedback on student progress (academic and social-emotional)
• Maintain regular and open communication with parents/guardians
  • Communicate with parents in person or via email and/or phone.
  • Respond to parent calls or emails within 24 - 48 business hours.

Additional Responsibilities

• Collaborate with colleagues to fulfill the School's Mission and Values and Community Expectations
• Attend and participate actively in all meetings and faculty workdays
• Attend school assemblies, gatherings, and functions, including but not limited to:
  • Program events:
  • grade level, divisional, all-school assemblies
  • Student-led initiatives such as affinity groups and clubs
  • Admissions events
  • Advancement events
• Participate in school committees and fulfill tasks/responsibilities assigned for committee work
• Perform duties as designated by the Lower School Head, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties.
• Perform all required administrative tasks in an accurate and timely manner, including, but not limited to, HR training, etc.
• Remain on campus during work hours and sign out only with prior permission from a supervisor
• Utilize proper HR platforms to request time off
  • Avoid scheduling absences on faculty/staff meeting days, immediately before or after school vacation, and parent/guardian conference days
• And other duties requested by management.

Desired Skills and Competencies:

• Desire to teach school-aged students and appreciation for this age group
• Comprehensive and expansive understanding of best practices of education:
  • The arc of child development
  • Culturally responsive pedagogy
  • Diverse learning profiles
  • Classroom management
  • Responsive classroom
  • Restorative practices
• Strong supervisory and leadership skills to manage the classroom and student behavior patiently and effectively
  • Active listening skills to understand and adapt to students’ various learning needs
• Ability to effectively communicate with others and clearly express complex ideas ? Excellent verbal and written communication skills.
  • Strong oral presentation skills to students and families
• Excellent organization and time management skills with attention to detail.
• Excellent communication and interpersonal skills with a proven ability to maintain professionalism and tact in high-stress situations.
• Excellent analytical and problem-solving skills.
• Strong technology skills to track student attendance and grades and present creative lessons leveraging technology to enhance student learning

QUALIFICATIONS AND EDUCATION REQUIREMENTS

• Bachelor’s degree
• Teaching experience in a lower school setting
• Management experience
• Experience working with a wide range of students, teachers, and families of diverse backgrounds
• Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital files)
• Solid experience with educational technology platforms
• Experience with differentiated instruction and inclusive educational practices.
  • Desire to continue learning in the areas of pedagogical practice and DEI
• A commitment to professional growth and development.
• Familiarity with educational technology and innovative teaching methodologies.
• Strong work ethic, collaborative skills, flexibility, and sense of humor, with high emotional intelligence.

PHYSICAL REQUIREMENTS

• 60% Indoors, 40% outdoors
• Prolonged periods of standing
• Ability to traverse classroom and playground and adjust one’s tone and height by bending or leaning to teach each child.
• Occasional requirement to lift more than 25 lbs

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.
6. 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.