Website THE CENTER FOR EARLY EDUCATION
SUMMARY: Plans and implements appropriate curriculum and activities designed to promote academic, social, and emotional growth for children with varying needs, successfully communicates with children, parents, and colleagues, and demonstrates a professional demeanor as well as an ongoing interest in personal growth and professional development.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
- Along with co-teacher, grade-level teammates, and division colleagues, plan and implement an appropriately challenging curriculum in various academic subjects for individual, small group, and large group settings.
- Promote learning in the areas of academic, social-emotional, and physical development and generate enthusiasm for children to actively participate in the learning process.
- Assess and provide for individual differences among students, working collaboratively with the division director, division learning specialist, math specialist, science specialist, director of innovation, and director of teaching and learning.
- Communicate openly with co-teacher regarding shared responsibilities, delivery of curriculum, and individual student and parent needs.
- Model strong co-teaching and collaboration with colleagues.
- Communicate with students in a positive manner. Communicate respectfully, clearly, and honestly in verbal, electronic, and written form with parents, administrators, and colleagues regarding curriculum, students, and child development issues.
- Keep current in contemporary pedagogical thinking, strategies, and techniques.
- Supervise and coordinate efforts of assistant or associate teachers, interns, student teachers, and other adults involved in the delivery of curriculum to students.
- Integrate and model meaningful and appropriate use of technology within the curriculum and as a communication tool.
- Positively contributes to the schoolwide community
Other duties may be assigned.
EDUCATION AND EXPERIENCE: Valid elementary-level California teaching credential is preferred, but not required.
INDIVIDUAL PREREQUISITES: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
BEHAVIORAL SKILLS: Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.
LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature, and material pertinent to elementary education, curriculum, and child development. Ability to write reports, academic and developmental evaluations, curricular plans, and letters to parents, and others. Ability to verbally articulate information and respond to children, parents, colleagues, and administrators in the areas of curriculum, instruction, and child development.
MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide using whole numbers, fractions and decimals; create and interpret graphs; compute ratios and percentages.
TECHNICAL/TECHNOLOGY SKILLS: High comfort level and proficiency with technology as a teaching, learning, and communication tool.
REASONING ABILITY: Ability to solve practical problems and apply common sense in dealing with everyday and emergency situations. Ability to interpret a variety of instructions furnished in written, oral, diagram, and schedule form.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by a teacher to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is regularly required to talk and hear. Other physical requirements include the ability to stand, walk, sit, climb, use hands to finger, handle, or feel objects, tools, or controls, reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must also have the ability to lift and/or move children of all sizes. Specific vision abilities required include close vision, distance vision, peripheral vision, and the ability to adjust focus.
WORK ENVIRONMENT: The work environment described here is representative of what a teacher generally encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment may vary from quiet to moderate to noisy.
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