Essential Duties and Responsibilities: Plans Curriculum and InstructionDraws on content standards of the relevant curriculum frameworks to plan sequential units of study individual lessons and learning activities that make learning cumulative and advance students level of content knowledge. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline age level of English language proficiency and range of cognitive levels being taught. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. Provides differentiated learning experiences that enable all students to make units of instructions that include the criteria established by the wellstructured lessons with challenging measurable objectives and appropriate student engagement and administers a variety of informal and formal assessments to measure each students growth toward local/state and analyzes results from a variety of assessments to determine progress adjust practice and implement appropriate regular specific feedback to students and families on student performance including how it can be and encourages every family to become active participants in the classroom and school two way communication with families about student performance and responds promptly and carefully to communication from with colleagues to support improved student communicates and consistently enforces specific standards for student work effort and rituals and routines that create and maintain a safe learning uses practices that are likely to enable students to demonstrate respect for reflects on his/her practice individually and with and requests books supplies and technologies to support seeks outs and applies ideas for improving practice from supervisors colleagues and professional developmental activities to gain and with colleagues develops strategies develops strategies that contribute to the learning and productive behavior of all reasonable professional tasks or duties as may be requested by the Principal.Qualifications:Valid Rhode Island teacher certification Early Childhood (Grades PK2 is requiredExperience in the implementation of the RI Approved ability to work cooperatively with members of the special needs staff in a team ability to work cooperatively with students teachers parents and administration.
Pre-K Teacher Long Term Substitute
