New Teacher Institute

The New Teacher Institute was founded on the conviction that independent schools must share the responsibility for training skillful educators for the nation’s public and private schools. The New Teacher Institute aims to equip aspiring and early career educators with foundational pedagogical skills and tools for developing their own cultural competency and emotional resilience so that they become effective, reflective, and impactful practitioners.

We believe that teaching is a craft to be developed over time and is best done with intentional practice, thoughtful mentorship, and ongoing reflection. Founder Brewster Ely was adamant that the program would not be comprised of "classroom helpers" but rather the Resident Teachers would be treated as partners in the classroom. Resident Teachers are expected to exercise sound judgment in decision-making, practice and refine leadership skills, and learn through collaboration and feedback. The Resident Teacher is expected to assume increasing levels of responsibility and to become an equal partner in the classroom. At the conclusion of their two-year training, Resident Teachers are well-equipped to lead their own classrooms.
 
Each year the Resident Teachers collectively explore the driving question: How can I demonstrate that I am an effective and reflective practitioner? Each Resident Teacher also develops his/her own driving question to guide a year-long inquiry.
 
Workshops and meetings with the program director focus on pedagogical frameworks, approaches, strategies, and skills as well as the development of one’s own cultural competency and emotional resilience.
 
Regular assessments include direct observations and feedback, conferences with Head Teachers and the Program Director, and self-reflection.
 
The administration is supportive and proactive in helping the Resident Teachers with their future teaching career opportunities in either public or private schools or to pursue graduate school studies.  

Through the program Resident Teachers will:

• Develop a culturally responsive and differentiated approach to teaching
• Plan, prepare, and present lessons and units of study
• Apply best practices for student engagement and employ student-centered and effective classroom management strategies
• Integrate meaningful use of technology in their practice
• Actively collaborate with teaching colleagues
• Effectively communicate with parents, including report writing and parent conferencing
• Engage in ongoing reflection and application of feedback to their practice

Each year, there are approximately 13 Resident Teachers on a two-year rotation. In the Lower School (kindergarten through fourth grade), there is a Resident Teacher and a Head Teacher in each self-contained classroom. The Upper School (fifth through eighth grade) is compartmentalized, with Resident Teachers working in the Humanities and STEM departments. The Art Resident Teacher works in both Lower School and Upper School. Resident Teachers are selected from a large and competitive pool of applicants from around the globe.

During the program, Lower School Resident Teachers gain experience over two different grade placements, with two different Head Teachers. The Art Resident Teacher works with the same Head Teachers as a department for both years in grades K-6, the STEM Resident Teacher teaches in 5th and 6th grade both years, and the Humanities Resident Teacher works in 5th and 6th grades, one grade per year in the program. A Resident Teacher is paired with the same Head Teacher for the entire school year in order to experience and fulfill the full range of responsibilities experienced by Head Teachers. The Director is responsible for placing Lower School Resident Teachers for their first year, and Resident Teachers can provide input for their second year placement.

Resident Teachers are fully integrated into the life of the school. As full members of the faculty, Resident Teachers also assume the regular school responsibilities such as recess and lunch duty, chaperoning field trips, and attending all faculty and professional development meetings.  Many participate in extra-curricular school programs and events or coach athletic teams.

Enrollment in a credential or graduate program is not a requirement for the New Teacher Institute, but a significant number have chosen to pursue credentials and education degrees during their time at Town. Tuition assistance is available. In the past five years, 48% of the Resident Teachers were enrolled in credentialing or graduate programs.
 
The New Teacher Institute works closely with the Bay Area Teacher Training Institute (multi-subject credential). Some Resident Teachers also enroll in Moreland University, an online program.

April Update: We have a few openings remaining for the 2024-25 school year. All applicants must be college graduates and have some experience working with children (informal or volunteer work is welcomed). Applicants must be willing to commit to two full years at Town with a change in grade placement after the first year. The two-year commitment coincides with the school calendar, beginning in late August of the first year and ending in mid-June of the second year.

For information regarding the open positions, please refer to the job descriptions linked below: 
Art Resident Teacher
Lower School Resident Teacher

We do not have any more openings for the Humanities Resident Teacher and STEM Resident Teacher positions. 

Application packages are reviewed in real-time and hires are made on a rolling basis. A candidate may be asked to respond to asynchronous video questions as an initial step in the process. Additional interviews will be conducted via Zoom, and then candidates who are selected to continue the process will be invited to visit the campus in person. We encourage you to review the information on our website to familiarize yourself with our school. Please read below for additional application information. Thank you for your interest in our program!

Town School seeks faculty and staff that reflect the wide range of diversity in the San Francisco Bay Area. We embrace and support equal opportunity for all people and encourage candidates from a diversity of backgrounds to apply. Our school is committed to diversity, equity, and inclusion and we believe that all faculty and staff members are personally responsible for developing their own cultural competency.

Please note that a complete application package includes the online application, resume, transcript(s), personal statement, and references. Please submit your materials via this link.

Letters of recommendation are strongly encouraged. If your references prefer to send their letters directly to the New Teacher Institute and/or if you request transcripts to be sent directly to us, please have them emailed to nti@townschool.com or mailed to the address below.

Ms. Jennifer Liu
Town School for Boys
2750 Jackson Street
San Francisco, CA 94115

After application materials have been reviewed, applicants who have been selected for an interview will be contacted by the school.

At Town, salaries are one component of a compensation package that includes daily lunch, health & dental insurance, and life, AD & LTD insurance. Resident Teacher roles are full-time, paid positions. The First Year Resident Teacher salary for 2024-25 is $57,000. Additional opportunities are available for supplemental income. Tuition assistance for credential and/or graduate school programs is also available. In addition to those factors, we believe in the importance of pay equity and consider internal equity with our current employees as a part of any final offer.