Preschool Teacher

Preschool Teacher Anticipated Vacancy - September 1, 2026 10-Month Position – Tenure Track Salary: In Accordance with Collective Bargaining Agreement Position Summary The Preschool Teacher - General Education is responsible for planning, implementing, and evaluating a developmentally appropriate educational program for preschool-age children in the Bordentown Regional School District's general education preschool program. The Preschool Teacher creates a nurturing, language-rich, and engaging learning environment that supports the whole-child development of each student across cognitive, social-emotional, language, physical, and self-help domains. The teacher delivers instruction aligned with the New Jersey Preschool Teaching and Learning Standards, maintains collaborative relationships with families, and partners with Child Study Team staff and special education colleagues to support students with diverse learning needs through inclusive practices. Essential Job Functions Instruction & Curriculum Plan and deliver developmentally appropriate, play-based, and inquiry-driven instruction aligned to the New Jersey Preschool Teaching and Learning Standards Design daily schedules, routines, and learning experiences that support development across all domains: cognitive, language, literacy, mathematics, social-emotional, physical, and self-help Create and maintain an organized, print-rich, and materials-rich classroom environment that promotes exploration, independence, and engagement Differentiate instruction to address the diverse developmental levels, learning styles, and cultural backgrounds represented in the classroom Integrate literacy and language development into all areas of the curriculum through read-alouds, shared writing, vocabulary instruction, and conversation Implement the district's adopted preschool curriculum with fidelity while incorporating teacher-designed extensions and enrichment Use formative and observational assessment tools (e.g., Teaching Strategies GOLD or equivalent) to document and analyze child progress Social-Emotional Learning & Classroom Management Establish and maintain a positive, inclusive, and relationship-centered classroom community Implement proactive, research-based classroom management strategies that support self-regulation, cooperation, and conflict resolution Model and explicitly teach social skills, problem-solving, and emotional literacy as part of daily instruction Respond to student behavioral and social-emotional needs with empathy, consistency, and appropriate professional strategies Collaborate with school counselors, social workers, and building administration to support students with elevated social-emotional needs Assessment & Data Conduct ongoing, authentic assessment of student learning and development using observation, work samples, anecdotal records, and developmental screening tools Analyze assessment data to inform instructional planning, identify students who may need additional support, and communicate progress to families Contribute to child study and intervention planning processes for students demonstrating developmental concerns Participate in district and building-level data review cycles and professional learning communities Family & Community Engagement Establish welcoming, respectful, and consistent two-way communication with families through conferences, newsletters, digital platforms, and informal check-ins Conduct required family conferences (fall and spring) to share developmental progress and set shared learning goals Involve families as active partners in their child's learning by sharing strategies for home extension of classroom concepts Respond promptly and professionally to family inquiries, concerns, and requests Collaboration & Professional Responsibilities Collaborate with the Child Study Team, special education staff, and related service providers to support students with IEPs or 504 Plans in inclusive preschool settings Participate in the Intervention and Referral Services (I&RS) process for students demonstrating academic, behavioral, or developmental concerns Supervise and provide instructional direction to assigned paraprofessionals and classroom aides Maintain a safe, clean, and organized classroom environment in accordance with district and state health and safety standards Attend and actively contribute to staff meetings, professional development, and building-level initiatives Complete all required documentation, records, and reports accurately and on established timelines Adhere to all Board of Education policies, administrative regulations, and professional standards of conduct Minimum Qualifications Valid New Jersey teaching certificate or Certificate of Eligibility - Preschool through Grade 3 (P-3) or Elementary (K 6) Knowledge of child development theory and developmentally appropriate practice for children ages 3 5 Familiarity with the New Jersey Preschool Teaching and Learning Standards Understanding of play-based learning, emergent literacy, and early mathematics development Effective oral and written communication skills Ability to build positive, professional relationships with children, families, and colleagues Demonstrated organizational skills and ability to manage multiple responsibilities Preferred Qualifications Prior experience teaching in a public-school preschool or early childhood classroom Experience with Teaching Strategies GOLD or a comparable developmental assessment platform Familiarity with co-teaching, inclusive practices, and collaboration with special education staff Knowledge of tiered intervention frameworks (MTSS/RTI) as applied to early childhood settings Bilingual or multilingual proficiency a plus Physical & Environmental Requirements Ability to actively supervise, move about, and interact with young children throughout the school day in indoor and outdoor settings Ability to bend, kneel, sit on the floor, and lift or assist children weighing up to 40 pounds as needed Capacity to manage a dynamic classroom environment with frequent movement, noise, and child-directed activity Visual and auditory acuity sufficient to monitor student safety and respond to classroom needs Evaluation Performance in this position will be evaluated annually by the Building Principal or designee in accordance with the New Jersey Administrative Code (N.J.A.C. 6A:10), the district's adopted evaluation framework, and the terms of the collective bargaining agreement between the Bordentown Regional School District and the Bordentown Regional Education Association (BREA). EEO Statement The Bordentown Regional School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, sexual orientation, gender identity, or any other characteristic protected by law. #J-18808-Ljbffr