1.0 FTE Blended Early Childhood Teacher

Mission Statement

The mission of North Shore School District 112, a community partnership committed to a world-class education, is to nurture every child to become an inspired learner, a well-rounded individual and contributing member of a global community by striving for excellence within an environment that fosters innovation, respect, engagement and intellectual inquiry.

North Shore School District believes the following competencies are present in effective teachers:

• Planning and Preparation
• Knowledge of Content and Pedagogy-Plans and practice consistently
  
  

reflect knowledge of the content and of the instructional strategies

specific to that discipline

• Knowledge of Students: backgrounds, cultures, skills, language
  
  

proficiency, interests, and special needs-Actively seeks knowledge

of students and demonstrates consideration for students' individual needs.

• Instructional Objectives-Instructional objectives reflect high-level learning
  
  

and curriculum standards. The objectives are suitable for all students

in the class and address the needs of different types of learners.

• Knowledge of Resources, including Technology-implements available
  
  

resources and seeks additional resources, including appropriate use of

technology, to enhance teacher skill and student performance.

• Assessment for Instruction-Uses assessment results to plan for instruction
  
  

for the individual needs of students.

• The Classroom Environment
• Management of Instructional Groups-Students in groups are productively
  
  

engaged and focused on learning objective with minimal teacher support.

• Management of Transitions-Transitions occur smoothly, with little loss
  
  

of instructional time.

• Management of Materials and Supplies-Routines for handling materials
  
  

and supplies occur smoothly, with little loss of instructional time.

• Safety, Accessibility and Physical Space-the classroom is safe, and the teacher
  
  

makes effective use of physical resources.

• Teacher Interaction with Students-Teacher-student interactions are friendly
  
  

and demonstrate caring, respect, and proper regard for students' cultures.

Students exhibit respect for the teacher.

• Expectations-Standards of conduct have been established and are observable
  
  

in the classroom setting. Teacher follow-through is fair and consistent.

• Monitoring of Student Behavior-Teacher is alert and responsive to student
  
  

behavior at all times.

• Response to Student Misbehavior-Response to misbehavior is appropriate
  
  

and successful.

• Instruction-Teacher Effectiveness
• Quality of Questions-Most of the teacher's questions are of high quality.
  
  

Adequate time is provided for students to respond.

• Monitoring of Student Learning During Instruction-Teacher monitors
  
  

the progress of groups of students and some individual students.

• Student Assessment-Students are aware of the criteria and performance
  
  

standards by which their work will be evaluated, and assess and monitor the

quality of their own work against the criteria.

• Feedback to Students-Teacher's feedback to students is timely and of
  
  

consistently high quality.

• Responses to Students' Needs During Instruction-Teacher makes
  
  

adjustments to a lesson, and the adjustment occurs smoothly,

successfully accommodating students' questions or interests.

• Persistence-Teacher persists in seeking approaches for students who have
  
  

difficulty learning using some strategies.

• Instruction-Student Engagement
• Expectations for Learning-Teacher's purpose for the lesson or unit is clear,
  
  

including where it is situated within broader learning.

• Directions and Procedures-Teacher's directions and procedures are clear to students.
• Explanations of Content-Teacher's explanation of content is appropriate,
  
  

accurate and connects with students' knowledge and experience.

• Activities and Assignments-Most activities and assignments are appropriate
  
  

to students, and almost all students are engaged in exploring content.

• Grouping of Students-Instructional groups are productive and fully appropriate
  
  

to the students or to the instructional purposes of the lesson.

• Instructional Materials and Resources-Instructional materials and resources
  
  

are suitable to the instructional purposes and engage students.

• Structure and Pacing-The lesson has a clearly defined structure around which
  
  

the activities are organized. Pacing of the lesson is generally appropriate.

• Professional Responsibilities and Personal Qualities
• Instructional Records-Teacher's system for maintaining instructional records
  
  

is accurate.

• Non-instructional Records-Teacher's system for maintaining non-instructional
  
  

records is accurate and effective.

• Communications with Families-Teacher communicates regularly and successfully
  
  

and engages families in the educational program. Information is conveyed in

an appropriate manner.

• Participation in a School/District Community-The teacher takes the initiative to
  
  

attend and actively participate in the school/district's activities, committees, or events.

• Relationships with Colleagues-Relationships with colleagues are characterized
  
  

by mutual support and cooperation.

• Professional Growth and Development-Teacher engages in opportunities
  
  

in professional development that are based on self-reflection.

• Professionalism-teacher displays a high level of ethics and professionalism in
  
  

interactions with students, colleagues, and the school community and contributes

to child-centered decisions.

Qualifications

• Valid Illinois teaching license with endorsements in both Early Childhood General Education and Early Childhood Special Education
• Ability to effectively collaborate
• Excellent communication and interpersonal skills
• Skilled in use of instructional technology
  
  

Working Conditions

Salary: Per NSEA New Teacher Hire Grid for the 2025-26 school year, excellent benefits, TRS Retirement Pension Service Credit, paid sick, personal, bereavement leave, and other benefits.

Application Procedure

Apply on line by completing the on line application and uploading support materials. PLEASE NO CALLS OR EMAILS.

Selection Procedure

The principal will review on line applications and supporting materials and the principal will call individuals in for interviews. After initial interviews, candidates meet with the Director of Personnel Services who may recommend the individual for hire by the Board of Education.

The North Shore School District is an Equal Opportunity Employer