SUMMARY: Plans and implements appropriate curriculum and activities designed to promote academic, social, and emotional growth for children with varying needs, successfully communicates with children, parents and colleagues, and demonstrates a professional demeanor as well as an ongoing interest in personal growth and professional development.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Along with co-teacher, grade-level teammates and division colleagues, plan and implement an appropriately challenging curriculum in reading/language arts, math, and social studies for individuals, small groups and a full classroom of students.
Promote learning in the areas of academic, social-emotional, and physical development and generate enthusiasm of children to actively participate in the learning process.
Assess and provide for individual differences among students, working collaboratively with the division learning specialist, math specialist, science specialist, director of innovation and director of teaching and learning.
Communicate openly with co-teacher regarding shared classroom responsibilities, delivery of curriculum, and individual student and parent needs.
Model strong co- teaching and collaboration with colleagues.
Verbally communicate with students in a positive manner. Communicate respectfully, clearly and honestly in verbal, electronic and written form with parents, administrators, and colleagues regarding curriculum, students, and child development issues.
Keep current in contemporary pedagogical thinking, strategies, and techniques through reading of professional journals and attendance at professional conferences, workshops and courses.
Supervise and coordinate efforts of assistant or associate teachers, interns, student teachers and other adults in the classroom.
Integrate meaningful and appropriate use of technology within the curriculum and as a communication tool.
Other duties may be assigned.
EDUCATION AND EXPERIENCE: Valid elementary-level teaching credential preferred, including a minimum of Bachelor's degree and student teaching experience.
INDIVIDUAL PREREQUISITES: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
BEHAVIORAL SKILLS: Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.
LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature and material pertinent to elementary education, curriculum and child development. Ability to write reports, academic and developmental evaluations, curricular plans, letters to parents and others. Ability to verbally articulate information and respond to children, parents, colleagues, and administrators in the areas of curriculum, instruction and child development. Ability to speak and write from a child-specific perspective.
MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide using whole numbers, fractions and decimals; create and interpret graphs; compute ratio and percent.
TECHNICAL/TECHNOLOGY SKILLS: Ability to use simple tools and machines, such as copiers, laminators, telephones. Ability to use computer technology, write reports, compose letters, send e-mail, maintain web page, access the internet and student information systems and software.
REASONING ABILITY: Ability to solve practical problems and apply common sense in dealing with every day and emergency situations. Ability to interpret a variety of instructions furnished in written, oral, diagram and schedule form.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by a teacher to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is required to stand, walk, sit, climb, use hands to finger, handle, or feel objects, tools, or controls, reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move children of all sizes in the classroom. Specific vision abilities required include close vision, distance vision, peripheral vision and ability to adjust focus.
WORK ENVIRONMENT: The work environment described here is representative of what a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy.
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About The Center for Early Education
Founded in 1939, The Center for Early Education educates students from Toddler through Grade Six. Our urban West Hollywood campus houses 538 children in instructional building with rooftop playgrounds, unique 'green' planting and underground parking. The Center combines a challenging academic curriculum with a nurturing environment that harkens back to the founders' focus on the inner life of the child. Both the student body and faculty/staff are very diverse with 50% students of color. The Center offers an ample Financial Aid program with inclusion awards but also strives for socioeconomic diversity among its families. Generous donors and a mature advancement program keep tuition below the median of comparable schools in the Los Angeles area. The Center offers competitive salaries and excellent benefits to employees. A long-standing commitment to professional development allows all employees to further their professional and personal growth.