Pre-K Teacher

BrightStars helps families in Rhode Island access QUALITY child care, early learning, and school-age programs. We help child care providers learn about best practices in early learning and apply them to the care children receive. We recognize program quality and give parents information to make choices about their children’s care and education. Program Name Smith Hill Early Childhood Learning Center Position Description The Early Childhood Pre‑K Teacher is responsible for the planning and implementation of the classroom curriculum, activities, instructional strategies, and classroom management. Responsibilities will include working in coordination with a teaching assistant to ensure a rich learning environment that fosters the cognitive, physical, social, and emotional development of young children, and provides individualized approaches to meet their differences in development, learning styles, interests, and needs. The incorporation of authentic assessment practices is critical, as is establishing a collaborative relationship with families. A commitment to supporting children who may have developmental and behavioral challenges is also required. Brown University Health employees are expected to successfully role‑model the organization’s values of Compassion, Accountability, Respect, and Excellence as these values guide our everyday actions with patients, customers, and one another. Responsibilities Connecting With Children – Knows, understands, and uses positive relationships and supportive interactions as the foundation for work with young children. Promoting Language Development – Encourages and supports children's language and communication through descriptive commenting, actively listening to children, and sharing control of conversations. Using Developmentally Effective Approaches – Knows, understands, and uses a wide array of appropriate, effective approaches to support young children's development and learning. Building Meaningful Curriculum – Uses knowledge of early childhood learning principles to investigate, design, implement, and evaluate meaningful, challenging curriculum that promotes learning outcomes for young children. Establishing Routines – Maintains a consistent daily routine that provides time for child‑initiated activities and opportunities for children to make choices, explore, and use materials at their developmental level. Observing, Documenting, and Assessing to Support Young Children – Knows about and understands the goals, benefits, and uses of assessment. Uses systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families. Promoting Child Development and Learning – Uses understanding of young children's characteristics and needs to create environments and activities that are respectful, supportive, and challenging for all children. Incorporating Principles of Inclusion into Classroom – Is committed to providing opportunities for children with special health care needs to participate in typical early childhood experiences and adapts the curriculum, goals, activities, and interventions to meet their individual needs. Supporting Positive Behavior Management – Uses strategies to prevent undesired or unregulated behaviors, sets clear limits; uses positive redirections rather than negative commenting; and implements natural and logical consequences. Managing Physical Environment – Maintains a safe and healthy classroom environment that promotes learning through clearly defined activity areas, plentiful and diversified materials that are well organized, and visual presentations that minimize distractions. Conducts light housekeeping, ensures proper cleaning and sanitizing of surfaces, equipment, and toys; supervises meal and snack protocol. Collaborating with Families – Establishes respectful and supportive relationships with families that involve them in their child's learning. Problem Solving – Identifies projects or activities that need to be done, makes good decisions about the best course of action, takes initiative to address the need, and seeks help or approval when needed. Planning and Documenting Work – Completes plan books, developmental assessments, progress reports, and other required paperwork accurately and in a timely manner. Maintaining Professionalism – Demonstrates positive work behavior (attendance, punctuality at work and meetings, reliability, flexibility, adaptability, etc.) Communicating Effectively – Demonstrates effective communication and collaboration skills with colleagues and supervisor. Growing as a Professional – Demonstrates continuous, reflective, and critical assessment of own work, integrating knowledge from a variety of sources. Completes required amount of training hours each year, some of which are outside typical work hours. Responding to Supervision & Feedback – Seeks and is open to new ideas, feedback and suggestions from colleagues and supervisor. Supporting Teacher Assistants – Provides clear and consistent direction to teacher assistants and involves them in decision‑making about classroom functioning and instructional approaches. Working a Flexible Schedule – Follows a 4‑month rotating work schedule of 8 hours (excluding ½ hour lunch break) with the times the center is open (7:00 am – 5:30 pm). Qualifications Minimum Qualifications: Bachelor’s degree in Early Childhood Education or related field. RI Department of Elementary and Secondary Education teaching certificate in Early Childhood education. At least 3 months of supervised early childhood teaching experience. Level II RIELS certificate. Additional Qualifications: Language Skills – Fluent in English language. Ability to read and interpret lesson plans and professional literature. Ability to write and/or print and to use basic computer programs. Mathematical Skills – Ability to perform basic mathematical skills (addition, subtraction, multiplication and division). Reasoning Ability – Ability to recognize problems and recommend potential solutions. Certificates, Licenses, Registrations – See Education Requirements. Ability to obtain CPR and First Aid certification. Physical Demands The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. A staff member must be able to lift/move up to 40 pounds. Work Environment The work environment characteristics described here are representative of those 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. An employee is exposed to varying degrees of heating and air‑conditioning temperatures. Other Information Full benefits including health, vision & dental coverage as well as education reimbursement, student loan assistance, pet insurance, and 401(k) with a match. Vacation schedule follows the RIDE schedule, with summers off. How To Apply Apply online with a resume & copies of RIDE teaching certificate in Early Childhood education & Level II RIELS (if applicable). #J-18808-Ljbffr Brightstars