Classroom Teacher - Dual Language Transition to Kindergarten @ FWE #320

Position Info:

• Current District Employees must apply within 5 days of the position posting date or the position will remain open until filled.

Job Info:

• This is a continuing position. Screening of applications will begin 2/24/2025.

Benefit Info:

• Benefits offered: •Medical, Dental, Vision, Prescription (SEBB) •Long-Term Disability Insurance •Accidental Death and Dismemberment Insurance and Life Insurance •Retirement •Sick, personal, bereavement leave •Health Reimbursement Arrangement (VEBA) •Employee Assistance Program •Stipends based on position per CBA •Enrichment Stipend-$1,968-$4,062. *Optional Benefits: •Additional life and accidental death and dismemberment insurance •Deferred compensation •Annuities (403(b), Roth) •Medical flexible spending arrangement •Limited purpose flexible spending arrangement •Dependent care assistance program

TITLE Dual Language Spanish/English Transition to Kindergarten Teacher

REPORTS TO Administrator overseeing Transition to Kindergarten

POSITION SUMMARY

Working in collaboration with colleagues, the Transition to Kindergarten teacher will create a classroom environment that implements district approved articulated curriculum to provide a positive developmentally appropriate learning experience for young children.

Transition to Kindergarten

This program serves four to five year olds and provides an equitable start for students by offering a high quality early learning experience where 90% of the instructional day is in Spanish in order to prepare students for a similar experience in the dual language kindergarten classroom. Students in this program have been identified as having a lack of access to a licensed preschool opportunity where Spanish is the primary language of instruction. We will focus on developing social, emotional and behavioral and self-help vocabulary and skills as well as foundational academic knowledge in Spanish in order to prepare students for a 90/10 Spanish/English model of instruction in dual language kindergarten.

The Monroe School District is seeking teachers who are dedicated to helping all students achieve success. Individuals who wish to become a part of the Monroe School District must be dedicated to:

• Working in a collaborative environment
• Seeking opportunities for continuous personal growth
• Participating in a dynamic partnership of students, parents, staff, and community
• Implementing Washington state reforms

Additionally, applicants should be committed to the following educational concepts:

• Curriculum integration
• Classrooms based on a continuous progress model
• Multiple instructional delivery methods to meet a diversity of student needs
• Interdisciplinary teaming for planning, teaching, assessment, evaluation, and accountability
• Appropriate and effective classroom assessment strategies

Essential Functions

• Build a foundation of positive relationships, high expectations, equitable systems, and SEL-informed practices, which will drive daily practices and beliefs when working with students.
• Actively support a productive climate of collaboration in a professional learning community whereby the teacher analyzes student data, takes risks, shares successes/failures, and explores new practices in order to improve student learning for all.
• Create a classroom environment that promotes exploration and creativity with clearly defined interest centers and work areas that support opportunities to observe student application of knowledge and document student strengths.
• Plan, implement, and evaluate classroom instructional activities consistent with adopted district curriculum and standards specific to this program.
• Through the equity lens, provide clear and focused instruction for students by using a variety of teaching strategies that promote student engagement and interaction to meet the needs of all students.
• Collaboratively develop and implement common formative assessments in order to monitor student learning and instructional effectiveness.
• Support and implement building-wide behavior standards in order to ensure an orderly, safe and productive learning environment.
• Communicate positively and regularly with parents and/or legal guardians in the areas of growth, student progress, and teacher expectations; develop meaningful collaboration between home and school.
• Establish and maintain collaborative working relationships with grade level team members, administrators, parents/legal guardians, support groups, and community members.

PREFERRED QUALIFICATIONS

Education and Experience:

• Valid Washington State Teaching Certificate (Early Childhood Education, Special Education, and/or ELL endorsement preferred).
• Dual Language in English/Spanish
• Pass the ACTFL writing and oral proficiency state test and the state test in designated world language (world language endorsement) or WEST-E in bilingual education (bilingual education endorsement)
• Experience working with children in an early childhood education setting preferred.
• Such qualifications as the Board and Superintendent may find appropriate

Special Requirements:

• Successful Washington State Patrol and Federal Bureau of Investigation fingerprint clearance

• I-9 employment eligibility in compliance with the Immigrations Reform and Control Act
• HIV/HBV training (obtain within 60 days of hire date – District provided)
• Human Resources new hire training (obtain within 60 days of hire date – District provided)

Skills and Abilities:

• Ability to communicate effectively with students, parents, and staff
• Ability to work with minimum direction, but as an effective member of the team
• Ability to manage multiple deadlines and compliance paperwork
• Demonstrate positive interactions with students, their families, and other team members
• Demonstrate interest, commitment and ability to work with students ages 4-5 who have varied needs and help them succeed both academically and socially
• Demonstrate ability to honor confidentiality and appropriately apply the requirement of the Family Education Rights to Privacy Act (FERPA)
• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the district
• Advocate for equity, inclusion and professional practices that ensure all students achieve at high levels
• Knowledge of SEL practices and approaches.
• Must have an understanding of Washington State Developmental Guidelines and developmentally appropriate practices as defined by NAEYC.
• Knowledge and skill in instructional principles, methods and techniques.
• Knowledge of second language acquisition
• Commitment and ability to work with a full range of students, staff and parents
• Skill in classroom management, student discipline and developing positive techniques for improving student behavior
• Must possess a positive attitude about change and an eagerness to implement changes that will enhance student learning
• Ability to maintain confidentiality
• Ability to establish and maintain positive, effective working relationships with a variety of students, staff, and community in a multicultural, and diverse socio-economic setting
• Ability to participate collaboratively in teams
• Ability to continue participation in staff development to maintain professional skills

PHYSICAL/MENTAL REQUIREMENTS

The work environment characteristics described are representative of those an employee may encounter while performing the essential functions of this job.

This is a sedentary position with light work that involves sitting a portion of the time, but does require walking and standing for extended periods. This position requires accurate perception of sound, near and far vision, depth perception; handling and working with educational and psychological materials; and providing highly technical oral and written information and reports.

The job is performed with the majority of the spent indoors and under minimal temperature variations; a portion of the day will be time spent outdoors and is subject to a variety of changing weather conditions and potentially uneven/slippery surfaces.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

EMPLOYMENT CONDITIONS

This position is that of a classroom teacher and is represented by the Monroe Education Association collective bargaining unit. The position will work a schedule in coordination with the District student calendar. Salary and benefits as determined by the current collective bargaining agreement. Employee is required to complete all mandatory district trainings.

EVALUATION PROCEDURES

The classroom teacher shall be evaluated by the Building Principal according to currently established district procedures and evaluation criteria. The process shall include an evaluation of the employee’s performance of the above position responsibilities.

Created: January 2025

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