Lead Teacher

The Country Day School seeks motivated educators to lead early childhood classrooms. The Lead Teacher position is ideal for individuals with a degree in early childhood education or a related field with direct teaching experience in early childhood classrooms. The position reports to the Assistant Head of School. Lead Teachers may be paired with an Associate teacher in a self-contained classroom of approximately 12-16 students aged Two‑Six. Teaching, observing, and collaborating with other teachers, a Lead Teacher is responsible for mentoring their Associate Teacher and supporting their growth in all aspects of school life. Responsibilities Teaching a class of children in a manner consistent with the philosophy and the goals of the center. This includes: Treating each child with dignity and respect. Planning activities, which will encourage each child’s growth in the areas of emotional, social, cognitive, and physical development. Recognizing and considering the individual needs of each child in relation to cultural and socio‑economic background, disabilities, special talents and interests, style and pace of learning. Helping children learn to think creatively, to solve problems independently, and to respect themselves and others. Being responsible for the arrangement, décor, and learning environment in the classroom, keeping in mind that work done by the children should take precedence over decorations made by adults. Responsible for upkeep of educational materials and equipment. (Remove equipment needing repairs.) Being responsible for reporting any equipment repairs or replacements needed, maintenance needed in the room or elsewhere in the building or on the playground, and supplies that need to be reordered. Construct curriculum (HighScope/Reggio Emilia) using developmentally appropriate practices (DAP) as guidelines to meet the needs of the class and individual children, using prescriptive programming. Based on school wide assessments administered by the school psychologist, establish goals for each child in the areas of social, emotional, cognitive, creative, and physical development. Maintain on‑going anecdotal records on each child. Prepare two written progress reports per year, prior to a fall and spring Parent‑Teacher conferences. Enter these into the child’s permanent file. Maintain a daily curriculum planning book as well as monthly plans which demonstrate strategies for meeting the developmental goals for the age‑level in the class. Communicate regularly on an as‑needed basis with parents regarding each child’s behavior and performance in school. Maintain all records and forms on each child in an up‑to‑date manner. Communicate and collaborate with Associate Teacher on classroom responsibilities such as lesson planning, newsletters, parent e‑mail communication, Blackbaud, snack preparation, conference reports, etc. Establish classroom expectations and rules for children and utilize positive discipline strategies. Keep bulletin boards up to date by posting current copies of the following: monthly plans, daily schedule, enrichment schedule, monthly parent memo, medical alerts. Plan field trips where appropriate that are integrated into the curriculum and pre‑approved. Teachers are responsible for reading all office e‑mails daily, attending all‑hands meetings, age‑level meetings, individual meetings with their training supervisor, and professional development workshops. Actively seeking to continuously update skills by attending outside workshops and conferences whenever possible, by becoming active in professional organizations, and by constantly seeking new ideas and materials for use in the classroom with the children or to share with other staff members. Generally promoting a good rapport among staff members. Arriving on time and leaving at designated time per individual teacher contract. Maintaining strict confidentiality regarding children and their families. Maintaining professional conduct and attitudes in working with parents and staff as well as visitors and the general public. Navigate uneven terrain on the playgrounds. Assume postures in low level positions that best allow physical and visual contact with children. Must be able to sustain a high level of energy. Must be able to move from a seated position to a standing position promptly to respond to emergency situations. Must be able to assist with emergency evacuations and exit strategies including, but not limited to, lifting and carrying children quickly. #J-18808-Ljbffr National Association of Independent Schools