Early Childhood Teacher
All staff members of Briya Public Charter School work collaboratively in a two-generation model providing educational opportunities to parents and children of immigrant families enrolled in the school. The school serves preschool aged children, their infant and toddler siblings, and parents. Briya uses project-based learning in its early childhood classrooms and all children are dual language learners. Candidate must have a background in early childhood education working and strong knowledge of appropriate practices for infants, toddlers and twos.
Essential Duties & Responsibilities:
Curriculum and Instruction, and Learning Environment (In collaboration with Early Childhood Assistant(s))
- Provides high quality early childhood education in the Early Childhood Classroom. Plans and implements experiences throughout the day in all developmental areas (social emotional, cognitive, language, and physical development) as well as in in literacy and math. Utilizes the Creative Curriculum for Infants, Toddlers, and Twos to guide planning.
- Structures daily routines that are appropriate to the developmental needs of the infant, toddlers, or preschoolers in the group.
- Creates a learning environment that responds to and extends children’s changing interests, abilities, and needs. Utilizes the Creative Curriculum for Infants, Toddlers and Twos to set up and maintain a stimulating appropriate environment.
- Talks frequently with children to help them develop their oral language skills in English and Spanish (depending on teacher’s assigned and home language) as well as build skills in other home language. Helps children to hear a variety of words in context, to understand their meanings, and put their own ideas and feelings into words.
- Utilizes knowledge of child development in order to approach children’s behaviors with from a developmental and holistic standpoint. Attempts to understand children’s individual temperaments, experiences, culture, as well as the root cause of behaviors and the select responsive strategies that build off from that understanding.
- Strives to maintain a positive social atmosphere at all times. Uses evidence-based strategies to support children’s social emotional development and strives to form positive and responsive relationships with each child.
- Guides the work of volunteers in the EC classroom.
- Conducts daily cleaning and safety checks, as well as ensure that materials are organized after each class as well as periodically rotating materials and toys to maintain children’s curiosity and interests.
- Demonstrates understanding and competency for family literacy by respecting parents as children’s first teacher and actively engaging families in children’s learning. Collaborates with families to promote children’s development in all areas. Seeks ways to build and strengthen connections with family members.
- Consistently demonstrates and models high regard for children and families through respectful language and actions (when communicating to families and about families).
- Organizes, with center staff, the planning and implementation of “Parent and Child Together Time”. Responsible for working with other staff to follow plan and for maintaining a PACT Time file of activities.
- Actively seeks out and listens to parents’ observations, comments, and concerns about their children. Provides activities and ideas to support children’s learning at home in addition to using families’ ideas about their children in the classroom (home-school bridge).
- Uses knowledge about children’s health and nutrition needs as well as existing community services and local resources to support parents in accessing and choosing healthy foods for their children.
- Conducts home visits and documents each visit as scheduled in the school calendar an as necessary. Uses visits as opportunities to build or strengthen relationships with families.
Planning and Assessment
- Documents observations of children on an ongoing basis and uses them to inform instruction. Uses GOLD online to enter observations, align them with objectives, create weekly plans, track children’s progress and prepare family conference forms. Maintains an online portfolio for each child on GOLD, as well as paper portfolios as necessary.
- Consults with other teachers to review student progress, share ideas and resources, and find ways to involve families.
- Assures that the weekly and daily plans and all materials are ready before the class begins. Weekly plans include developmentally appropriate experiences and objectives, and are responsive to children’s varying needs, skills, abilities and interests.
- Participates in monthly early childhood meetings and monthly student support team meetings, or on an as-need basis.
- Works with teaching team, assessments coordinator, special education coordinator, and supervisor to monitor children’s development and identify those who may have special needs and refer them for services in a timely manner. Provide education and support to parents whose children have been determined to be at risk for developmental delays
Contribution to a Community of Practice
- Contributes to creating a culture of learning and reflection in the school by continuing to read and research information on best practices and strives to integrate that knowledge into daily practice.
- Shares ideas and strategies with co-teacher as well as other teachers in the program and participate in any intra-visitation and observation of other classrooms to learn from others.
- Evaluates own instructional effectiveness and modifies approaches based on feedback, reflection and formal assessment tools that are used by the program.
- Assist in the registration, field trips, and student recognition ceremonies.
A successful Early Childhood Teacher will excel in the following ways:
- Teamwork – Can work well in multidisciplinary team setting with a variety of cultural and educational backgrounds and experiences. Contributes to building a positive team spirit, puts success of the team above own interests, and supports colleagues’ and students’ efforts to succeed.
- Interpersonal Skills –Exhibits excellent interpersonal skills and is able to build and sustain positive, productive relationships. Solves conflicts in cooperative manner; assumes accountability for own actions; and keeps emotions under control in a fast-paced, team-intensive environment.
- Communication Skills – Has excellent written and verbal communication skills.
- Cultural Sensitivity – Has a strong commitment to diversity, with respect and sensitivity to cultural and educational differences. Understands cultural and linguistic barriers to education and has experience overcoming these for student success.
- Flexibility – Can adjust personal schedule to participate in weekend and/or evening school events as needed. Instructors commit to long hours of work when necessary to meet the needs of Briya’s students.
Briya Public Charter School also values and expects the following from its employees:
- Professionalism – Treats others with respect and consideration regardless of their status or position. Follows established policies and procedures to support the overall function of the organization.
- Safety and Security – Observes safety and security procedures, reports potentially unsafe conditions, and uses equipment and materials properly.
- Attendance/Punctuality – Is consistently at work and on time, adhering to a schedule pre-determined between the employee and the supervisor.
- Dependability – Follows instruction and responds to management direction. Takes responsibility for own actions.
- Financial Management – Contributes to the financial health of the school through dedication to student retention, support of new family recruitment, careful classroom budgeting, and cost-conscious expenditures to meet the needs of the school.
Early Childhood Teachers must have the following knowledge, skills and/or abilities.
Education and/or Experience
- Child Development Associate credential and/or associate’s or bachelor’s degree in Early Childhood or related field
- Bilingual, speakers of Spanish, Amharic, French, or Arabic preferred.
- Minimum of two years’ experience working with young children.
Reasoning Ability – Ability to apply common sense understanding to carry out moderately complex, multi-step instructions and make appropriate independent decisions as necessary.
Physical Demands – Regularly required standing, walking, and sitting, sometimes for many hours at a time; frequently required to reach with hands and arms, walk, stoop, kneel, crouch, talk or hear; must be able to lift objects up to twenty-five (25) pounds. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
If you are interested in applying for this position, please click here or email your resume and cover letter to firstname.lastname@example.org.