Sabot School, a progressive preschool–Grade 8 school in Richmond and a leader in the Reggio Emilia Approach®, seeks a Middle School World Languages Teacher-Researcher.

Under the general supervision of the Director of Grades 4-8, the World Languages Teacher-Researcher is responsible for the instructional program, general operations and management of the World Languages program for students in Grades 4 - 8, beginning with Spanish 4 and ending in Spanish II (High School Level Honors). Instruction is delivered through an inquiry-based, social-constructivist, and Reggio Emilia Approach. 

As a Teacher-Researcher, this role also involves continuous professional development, engaging in action research by generating hypotheses and questions, documenting student work, and reflecting both individually and collaboratively.

Essential Tasks

• Teaches Spanish to Grade 4 - Grade 8: One section each, with class sizes ranging from 10 to 18 students.
• Performs Additional Duties: Completes other related tasks as assigned by the Program Director based on scheduling  availability. Additional duties include but are not limited to teaching an elective course, running an Advisory group, or  supervising a student club. 
• Develops Spanish Curriculum: Builds upon and/or designs the Middle School Spanish (Grades 5–8) with a focus on inquiry- and project-based lessons, aligned with the Reggio Emilia Approach™ and emphasizing DEIB instruction.  This role works in collaboration with  with the K-3 Spanish Teacher-Researcher.
• Creates a Welcoming and Inclusive Classroom Environment: Establishes a space where all students feel safe to express themselves, take intellectual risks, and engage in collaborative problem-solving. Facilitates meaningful discussions and debates that foster critical thinking, empathy, and communication skills.
• Documents Student Learning: Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills.Tracks each student’s understanding of grade level standards and key skills using a variety of methods, including formative and summative assessments, projects, papers, collaborative work, classwork, presentations, class discussions, one-on-one conferences, and self-reflection.  Submits quarterly grades and narrative comments. 
• Participates in Non-Classroom Activities: Engages in school activities, including parent/student conferences, retreats, faculty meetings, field trips, special activities, performances, and admissions and enrollment events (some of which may occur on weekends).
• Ensures Student Safety and Well-Being: Supervises students effectively to maintain a safe, healthy, and positive environment in accordance with school policies and expectations. Aids in supervision uutside the classroom
• Manages Classroom Expectations and Collaborates on Student Support: Works with the Program Director and School Counselor to address student concerns and implement support plans as needed. Participates in the school’s restorative practices program. 
• Communicates with Families: Maintains open communication with families, providing regular updates on student progress and learning experiences.
• Reflects of Teaching and Maintains Professional Development Goals: Participates in an annual observation cycle based and classroom action research based on personal research interests and school-wide goals. Attends related  internal and/or external professional development.

Education & Experience

• Education:  A Bachelor’s degree from an accredited college or university in teaching or related field is required. Master’s degree or higher preferred. 
• Experience:  Must possess a minimum of three years of teaching Spanish language in a middle or high school.

Special Requirements

       Must be able to complete a background check.

Specific to Teaching Spanish

• Fluent in Spanish, both verbal and written.
• Able to teach critical thinking while advancing students’ bilingual verbal and written communication skills.
• Sensitive to the needs of a diverse range of students working toward language proficiency.
• Facilitates target language use through authentic texts, interpersonal tasks, and effective feedback.
• Dedicated to developing cross-culturally competent and empathetic global citizens who are empowered to communicate interpretively, interpersonally, and presentationally.
• Designs a curriculum that includes diverse perspectives, especially voices that are underrepresented in our society.
• Uses authentic resources from a wide range of people.

General Knowledge, Skills, and Abilities

• Willingness to participate fully in a dynamic day school environment in Richmond, Virginia.
• Demonstrates professionalism and serves as a role model by modeling honesty, accountability, understanding, tolerance, respect, love, and kindness for students.
• Develops and maintains professional, collaborative, and collegial relationships with faculty, staff, and community partners for the benefit of students and classes.
• Demonstrates professionalism, engagement, and kindness toward all children and families, regardless of race, religion, nationality, abilities, familial status, gender identity, or gender expression.
• Exhibits excellent communication skills, both oral and written.
• Establishes effective communication and relationships with students and parents.
• Displays curiosity, a positive attitude, flexibility, and a good sense of humor.
• Demonstrates creativity and flexibility in teaching practices, with a growth mindset toward professional goals and development.
• Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills.
• Exhibits excellent time management skills, completing reports and tasks in a timely and professional manner.
• Multi Tasks effectively, remains calm under pressure, and treats everyone with respect.
• Remains responsible for the supervision of students during classes and at all times while on or off campus.
• Learns new technology and systems as required by the program level.
• Adheres to all policies and procedures outlined in the Employee Handbook and Community Guide.

Physical Requirements

• Ability to stand, walk, and move around for extended periods during supervision and activities, both indoors and outdoors.
• Ability to lift and carry materials or equipment weighing up to 15 lbs.
• Capability to walk up and down two flights of stairs.
• Ability to respond promptly to emergencies, which may involve running, lifting, or assisting children to safety.
• Alertness and ability to supervise children during physical activities, such as outdoor play, while ensuring a safe environment.

When applying, please include the following:

• Letter of interest
• Resume
• Contact information for three professional references

About Sabot School

Sabot School was founded in 2007 through the merger of Sabot School and Stony Point School, bringing together both an innovative early childhood program and a Pre-K through 8th grade program. Sabot has fully embraced the Reggio Emilia Approach throughout its program from preschool through the eighth grade. At Sabot, children are seen as capable thinkers and theorists. Working together, students research and come to understand themselves and their world in a deeper way. As articulated in the mission statement of Sabot, it is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. Sabot provides the resources and support for teachers and students to research, represent, and reflect together, in relationship, on challenging problems with curiosity, creativity, imagination and innovation. Students maintain their individuality while working together in community, celebrating each student’s unique gifts and talents. The historic campus in south Richmond celebrates its natural beauty which adjoins the 106 acre Larus Park, providing a unique location for innovation, discovery and learning.

Connections working at Sabot School