Physical Education (PE) Teacher, Elementary Temporary

Santa Barbara Unified School District is in need of a Physical Education (PE) Teacher - Temporary for McKinley Elementary effective 10/02/2026. Please apply soon if interested!

Title: Physical Education (PE) Teacher Elementary

Reports to: Site Principal/Designee

Salary Schedule Range: Pro-rated for temporary assignment. Depends on Experience (Highest placement would be at Class III Step 13 of the Teacher Salary Schedule- available online in the Human Resources section of District website.) Annual stipends for a Masters and Doctorate degrees.

Benefits: Eligible to participate in District health vision dental and term life insurance.

Calendar: 186 days

Purpose of Position: To provide standards-based instruction in physical education.

Essential Functions:

Equity

• Serve as a teacher for the educational program that delivers on the unique needs of a socio-economically culturally ethnically racially and linguistically diverse student population.
• Maintain a classroom environment that focuses on academic behavioral and social-emotional well-being prevention and implements practices that ensure equitable outcomes for all students.
• Manage and organize the classroom with a focus on equity accountability student centered approach and a positive culture and climate.
• Implement classroom practices that ensure equitable outcomes for all students.
• Engage in professional learning that enhances the achievement of all students particularly socio-economically culturally ethnically racially and linguistically diverse student populations.
• Ensure that classroom resources are utilized in a way that addresses the needs of our most vulnerable learners.
• Commit to carrying out school goals and objectives so that all learners are prioritized.

Accountability

• Abide by California Education Code the Administrative Code of California and the policies and regulations of the Santa Barbara Unified School District.
• Implement with fidelity the instructional program to meet the needs of a socio-economically culturally ethnically racially and linguistically diverse student population.
• Implement classroom instruction and student supports based on student achievement data.
• Review the results of assessments and implement interventions to assure that all students meet grade level proficiencies.
• Support the achievement of all students in particular a heightened level of focus on socio-economically culturally ethnically racially and linguistically diverse student populations.

Student-Centered

• Carry out the schools program expectations to meet the needs of all segments of the community.
• Provide opportunities for students to see their own background and experiences through the curriculum.
• Be aware and responsive of the individual needs of each student and family.
• Communicating important classroom information to all students and families in the classes.

Culture and Climate

• Establish and maintain high expectations for achievement and implement systematic supports using Multi-Tiered System of Support (MTSS) so all students can achieve standards.
• Participate in family engagement programs
• Carry out the schools student behavior policies and procedures with an emphasis on addressing the disproportionality of the systems impact on specific student groups (i.e. students of color students with disabilities socio-economically disadvantaged).
• Assume responsibility before during and after school hours for the health safety and welfare of students.
• Maintain the classroom as a safe space for students.

Perform other duties as assigned.

Working Conditions & Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job.

Unless reasonable accommodations can be made while performing this job the staff member shall:

• Use strength to lift items needed to perform the functions of the job.
• Sit stand and walk for required periods of time.
• Speak and hear.
• Use close vision color vision peripheral vision and depth perception along with the ability to focus vision.
• Communicate effectively in English using proper grammar and vocabulary.
• Reach with hands and arms and use hands and fingers to handle objects and operate tools computers and/or controls.

Environmental Demands:

The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive.

• Exposure to a variety of childhood and adult diseases and illnesses.
• Occasional exposure to a variety of weather conditions.
• Exposure to a building in which a variety of chemical substances are used for cleaning instruction and/or operation of equipment.

Knowledge of:

• The importanceof equity cultural proficiency cultural awareness implicit bias and anti-racist agenda
• Two-way communication methods that enhance the school experience for families students and employees.
• Transformational systems leadership approach.
• Data analysis and data-driven decision making.
• Procedures methods and techniques of organization management and supervision of a school.
• Leadership strategies that will result in transformational change and equitable outcomes for all students
• Curriculum assessment and evaluation techniques to ensure program and personnel effectiveness with all types of students.

Ability to:

• Implement an equity agenda that ensures that the entire school program is centered around the acceptance and achievement of all students.
• Implement and expect that communication strategies are inclusive of all stakeholders.
• Shape the culture and climate of the school so that the school is the center of the community and serves the needs of all families.
• Establish accountability measures that ensure that every staff member is focused on equal educational opportunities for all students and families particularly those socio-economically disadvantaged and our culturally ethnically racially and linguistically diverse students and families.
• Apply effective student-family family-teacher and family-school counseling skills that focus on anti-bias and cultural awareness precepts.
• Make effective decisions that result in equitable outcomes for students while remaining open-minded fair and firm.

Additional Functions:

• To engage and support students in team sports and individual activities.
• Explain safe and correct way to engage in physical fitness.
• Construct age-appropriate lesson plans while adhering to state requirements.
• To analyze student assessments to develop instructional materials for the class including individualized and small group instruction as necessary in order to make the curriculum accessible for all students.
• To establish and maintain high expectations for all students.
• To create and maintain effective learning environments for all students.
• To use a variety of research-based teaching strategies to advance student learning.
• To communicate with parents/guardians regarding students individual progress.
• To promote positive interpersonal relationships among peers staff students parents/guardians and the public.
• To actively participate as a team member including but not limited to Professional Learning Communities and during IEPs
• To differentiate instruction within the universal curriculum.
• To provide appropriate instructional interventions within the learning environment.
• To support the Restorative Approach philosophy when working with students.
• To engage in ongoing collaborative professional learning.
• To provide learning experiences where students analyze in detail how a complex primary source is structured including how key sentences paragraphs and larger portions of the text contribute to the whole.
• To maintain student records as part of evaluating student social growth.

Required Qualifications:

• Valid California Credential with authorization to teach Physical Education
• EL Authorization
• If not fully credentialed candidate must be willing to enroll in a credential program and have at least semester 18 units in the subject area to qualify for a short term staff permit; or must be enrolled in a credential program and be eligible for an internship credential.

Desired Qualifications:

• Bilingual in English & Spanish.

The District reserves the right to update revise or change this job description and related duties at any time.

The Santa Barbara Unified School District prohibits discrimination harassment intimidation and bullying based on actual or perceived race or ethnicity color ancestry national origin nationality immigration status religion sex sexual orientation gender gender identity gender expression or disability affiliation with Scouting America or other designated youth groups association with a person or group having one or more of these characteristics or any other basis protected by law in its educational programs activities and employment. Direct questions or complaints to Student & Family Services 720 Santa Barbara Street Santa Barbara CA 93101; ext. 6278 or 6208 (English and Spanish); .

Title IX Coordinator the principal at each school site serves as that sites Title IX Coordinator; Title II/ADA Coordinator/Section 504 Coordinator Student & Family Services 720 Santa Barbara Street Santa Barbara CA 93101 ext. 6278 or 6208