Early Childhood Classroom Teacher

POSITION SUMMARY

Days and hours of work are Monday through Friday, 7:40 a.m. to 3:40 p.m. for the school year including pre and post service and includes a few evening and weekend responsibilities. Early Childhood is made up of Pre-Kindergarten, Junior Kindergarten, and Kindergarten.

The following are the primary expectations for this position:

Required Skills/Abilities

·      Has an understanding and experience with childhood development

·      Has sensitivity and knowledge of the needs of a diverse community and the ability and commitment to work inclusively with students, parents, teachers, and other stakeholders from diverse backgrounds

·      Has the commitment to follow policies and procedures set by St. Richard’s

·      Has the ability to communicate effectively with the entire school community including students, colleagues, parents, support staff, and administration.

·      Has an openness to feedback to learn new skills and engage in continuous learning.

·      Has preferably three years or more of lead teaching experience with young children (beyond student teaching requirements) and a minimum of Bachelor’s degree - Master’s degree preferred (in the field of education).

·      Has a strong understanding of the unique learning needs of students and the ability to differentiate instruction to meet these needs.

·      Has knowledge and experience teaching interdisciplinary project work (Reggio, Montessori, etc.)

Duties/Responsibilities (Essential Functions)

·      Support and contribute to the school's mission, Episcopal values, culture, goals and initiatives

·      Demonstrate knowledge of best instructional practices in an early childhood setting

·      Develop and administer age-appropriate assessments to measure student progress over time

·      Organize short and long-term lesson planning and delivery of instruction  

·      Engage students in hands-on experiential learning

·      Check for understanding of lesson objectives; record student progress and analyze progress to adjust instructional plans

·      Differentiate/modify instruction as needed; develop higher levels of understanding through scaffolding

·      Maximize instructional time

·      Set high expectations and clearly define success

·      Establish and maintain a respectful learning environment that is culturally sensitive, encourages exploration, collaboration, and creative problem-solving

·      Utilize classroom and school-wide procedures that maintain high expectations for each student

·      Demonstrate a passion and excitement for the curriculum content and pedagogy

·      Communicate regularly and engage families in student learning

·      Create a physical classroom environment that is engaging, safe and accessible

·      Maintain time sensitive and accurate records

·      Collaborate with peers and school community members

·      Demonstrate professionalism in and outside of school through integrity/ethical conduct, service to students, advocacy, decision-making, compliance with school regulations, and collegiality.

·      Demonstrate leadership in curriculum, procedures, and co-curricular endeavors.

·      Assist new faculty and staff members in acclimating to the SRES community

·      Demonstrate timeliness with on-time arrival to school, classes, duties, meetings, deadlines and departure time.

·      Display courteous and respectful interactions with and toward colleagues and school community members including welcoming feedback

·      Engage in growth and development in the field of education and content areas and share with the school community

·      Reflect on professional role and seek to identify areas for improvement.