SUMMARY

This role performs standard teacher responsibilities in the classroom with all the aspects of the routines. The teacher facilitates appropriate modeling practices as outlined for a model laboratory school.

1. Plans curriculum and designs the environment as guided by CT’s ELDS, SYC’s curriculum document, and NAEYC accreditation standards. Pays particular attention to SYC’s curriculum that guide Small Group Time, the Learning Environment, and Developing Curriculum for the Content Areas.
2. Spends sufficient time prior to and following each daily session to prepare the classroom. An “inviting environment” is arranged at the onset of each day. The classroom/hallway environment is monitored to provide a quality experience for children; materials are rotated and environment is free of clutter.

1. Develops weekly lesson plans, Learning Experience Charts, and CT’s ELDS standards document sheet (bi-weekly) for families/visitors to view. SYC’s curriculum document and NAEYC’s accreditation standards are used as guidance tools for developing lesson plans.

1. Engages in reflective teaching practices modifying curriculum and lesson plans as needed to support the learning environment and to guide short- and long-term learning goals for children. Assessment outcomes are used as one reflective tool to plan curriculum and modify environments to support the development for all children.
2. Assesses children annually using the CT ELDS. The Child Profile Sheet is documented once per year. Outcomes are formally shared with families. Narratives, work samples, and photos are used to supplement assessment forms.
3. Supports SYC in maintaining NAEYC accreditation status by participating in various activities during re-accreditation cycles. Throughout each year, maintains the NAEYC classroom portfolio. The portfolio is reviewed at least once per month to assess sections in need of updating.

1. Welcomes families into the program and communicates regularly with them about their children’s activities and progress through conversations, written communication, assessment documentation, and teacher-family conferences. Supports a welcoming environment for families by doing such things as attending school family events such as picnics & fundraisers.
2. Implements positive classroom management strategies that define clear and consistent expectations throughout the year. Utilizes positive child guidance techniques that support individual children as well as the community of learners.

1. Works with the Teacher Assistant to create classroom routine, schedule and curriculum activities that meet the needs/interest of the group while promoting learning and engagement in activities. Serves as a mentor to the TA’s, supporting the TA and college student’s professional development through modeling appropriate practice and supportive interactions. Monitors TA’s day to day work, providing feedback in a professional/constructive manner when necessary. Collaborates with the college student coordinator and college faculty members to integrate college students in the classroom for observation sessions and as teachers in training.
2. Follows school policies and procedures as outlined in the USJ and SYC handbooks. Submits paperwork such as time sheets, surveys and other documents in timely manner. Monitors all school communications through the SJC email account and alert systems.
3. Continues to grow professionally by attending staff meetings, workshops, courses, and other sources of professional development (reading, networking, etc.)

1. Customer Satisfaction: Handles customer needs quickly, efficiently, enthusiastically, and courteously.

Understands the basis of the institution is customer service.

Other related responsibilities as assigned.

DECISION MAKING

Incumbent performs independently in regard to planning and implementing curriculum. Some decisions are deferred to the Director or Assistant Director.

• Bachelor Degree in Early Childhood Education or related field
• 3 or more years working in an early childhood education program
• Experience in a model laboratory school preferred

Other Qualifications

• Demonstrated ability to work in an active school environment
• Demonstrated ability to work collaboratively with fellow teachers
• Positive organizational, interpersonal, and customer service skills; excellent oral and written skills and ability to communicate comfortably with students, colleagues, and external constituents
• Ability to work in a fast paced, customer service environment with patience, flexibility and attention to detail
• Possess solid general computer skills, including ability to work in a Windows environment. Familiarity with specific applications used by the University/Department a plus.
• Cultural competency to work with diverse student and/or employee population.
• Demonstrated ability to recognize and appropriately handle matters of a confidential nature
• Professional, courteous demeanor and appearance; ability to work professionally with students, faculty, staff and administration and represent the College professionally to the public
• Physical ability to perform essential functions of the position, as noted below, with or without reasonable accommodation.

The physical requirements and description of the work environment are representative of what an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

(Minimal, Some, Substantial)

1. Bending

Some

1. Climbing (e.g. stairs)

Minimal

1. Keyboarding

Some

1. Kneeling

Some

1. Lifting (indicate maximum weight)

Some

1. Reaching

Some

1. Sitting

Some

1. Standing

Substantial

1. Using Telephone

Some

1. Walking

Some

Work Environment (a brief description)

Pre-school classroom and activity environment including outdoor areas (e.g., playground). Ability to work with several pre-school age children simultaneously, assisting them in activities and ensuring their safety.