Preschool Teacher (SY 25-26)- Williamstown Elementary School

JOB SUMMARY: Creates a developmentally appropriate age 35 educational program and a positive class environment that promotes learning and personal growth; motivates students to develop skills knowledge and attitudes needed to provide a strong foundation for learning. Responsible for establishing effective relationships with students parents/guardians staff and community members to enhance learning opportunities. Subscribes to and applies the principles of MultiTier System of Supports (MTSS) for the benefit of student and employee development. ESSENTIAL DUTIES AND RESPONSIBILITIES: Planning and Preparation Integrates current best practices and research in early childhood education into the development delivery and evaluation of a curriculum to assure compliance with state and federal laws and provide the most effective educational programs to assigned students. Demonstrating knowledge and understanding of assigned students including: intellectual social and emotional characteristics of age group; students varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; students family school and community context. Selecting designing/modifying and implementing strategies tools and instructional materials (including learning activities instructional groupings lesson plans educational materials curricula assessments teaching strategies and the like) for assigned students designed to promote the academic physical and social development needs of students adhering to accommodations as appropriate. Understanding and employing central concepts inquiry tools and structures of content areas and academic disciplines (i.e. language and literacy arts math science physical activity health safety. and social studies) Conferring with parents school counselors classroom teachers social workers administrators testing specialists and other professionals as needed to determine proper assessment tools and procedures and to discuss evaluation results. Developing and following transition guidelines that will result in a successful transition of the student into the kindergarten program. Learning Environment Effectively serving all children in a regular classroom setting using a variety of methods to systematically observe record monitor and document student activities and behaviors in order to plan appropriate and individualized programs environments and interactions. Using a wide range of developmentally effective approaches instructional strategies and tools to connect with students and families in order to positively influence each students development and learning. Determining appropriate affective and social behavior identifying childrens competencies in their daily living skills and developing and implementing effective student behavior support plans when necessary and appropriate. Identifying and implementing appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning. Providing a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students equipment materials and facilities. Recognizes and properly communicates building/maintenance needs to the Facilities Department to help assure a safe and healthy learning environment for students. Provides effective timely and quality feedback on student progress to parents students and other professionals as needed or required. Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of instructional groupings schedule of activities behavioral management techniques peer support and the like. Accurately assesses the effectiveness of classroom services (including learning activities instructional groupings lesson plans educational materials curricula assessments teaching strategies and the like to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches and resources to improve student learning. Instruction Communicates directions and procedures clearly accurately and effectively both in spoken and written language. Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion. Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content activities and assignments instructional groupings instructional materials and resources structure and pacing and the like. Provides individual and small group instruction in order to adapt curriculum to the needs of the students with varying developmental levels intellectual abilities and to accommodate a variety of instructional activities. Provides accurate substantive constructive specific and timely feedback on student progress and performance to students parents and other professionals as needed or required. Demonstrates flexibility and responsiveness to student needs by effectively making minor adjustments to the lesson persistently seeking thoughtful alternative approaches/strategies/resources and successfully accommodating students questions or interests to enhance student learning. Instructs students in proper care and use of materials organizes storage areas and controls use of materials to prevent loss or abuse. OTHER PROFESSIONAL RESPONSIBILITIES: Prepares and maintains accurate complete timely effective and confidential student records and related reports as required by law district policy and administrative regulations. Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to encourage involvement by providing strategies and materials that will support parents as teachers in the home setting. Means of communication may include annual open house observation sessions for parents conferences sessions for program discussion making home visits and other individual meetings as necessary. Works effectively cooperatively and respectfully with supervisors colleagues subordinates and outside agencies. Implements strategies such as collaborative teaming conflict resolution and mediation strategies to facilitate team decisions around student programs. Actively participates in school events workshops inservice meetings buildinglevel staff meetings district meetings and other school and district committees/projects. Responsible for ongoing professional growth activities as outlined in ones own professional development plan consistent with district goals and as directed by the supervisor. Shows professionalism and considers Whats best for students in serving and advocating for students and in decision making. Follows and assists in upholding and enforcing school rules administrative regulations and procedures policies of the district and corresponding school procedures. PROFESSIONAL EXPECTATIONS: Interpersonal Skills. Effectively works with others including those with opinions or beliefs different from their own. Interacts with others in a friendly tactful and positive manner. Treats others with dignity and respect. Builds constructive and supportive relationships with peers. Helps to create an inclusive work environment. Attempts to understand others points of view and is open to new ideas. Team Player. Contributes to building a positive team spirit. Proven ability to work cooperatively and effectively as part of a team. Ability to work cooperatively and effectively with peers subordinates supervisors parents and outside agencies. Organizational/Planning Skills. Strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. Flexibility/Adaptable: High degree of personal adaptability and flexibility; open to and embraces change towards the improvement of the systems. Open to new ideas and tasks without resistance; able to deal with new situations well. Versatile and capable of handling diverse assignments. Able to effectively accept constructive criticism. Motivation/SelfDirection: Has a personal drive to succeed. Proven ability to work effectively without specific direction and with minimal supervision. Driven to identify and implement improvements to systems and practices to increase efficiency and effectiveness. Emotional Maturity: Able to effectively handle conflict and stress; able to remain calm and professional when challenged or when others disagree. Attitude/Personality/Style: Friendly helpful and positive disposition; presents a professional image; patient and understanding; takes pride and personal ownership in work; responsive to the needs of others; enthusiastic; good sense of humor; positive outlook and able to see the good in every situation; honest and direct; transparent. Attendance/Punctuality: Is consistently at work and on time; ensures work responsibilities are covered when absent; arrives at meetings and appointments on time; commits to working overtime when needed to meet deadlines. Follows established leave requesting and reporting protocols. Problem Solving Skills: Approaches problems in a positive manner. Views impediments as solvable challenges. Able to identify practical solutions to problems. Able to resolve issues in a fair equitable and timely manner. Organizational Support: Follows district policies and procedures rules of conduct and behavior expectations. Promotes/presents a positive image of the school/district. Dependability: Follows instructions and responds to management direction; Responds to requests for service and assistance; Takes responsibility for own actions. Completes tasks on time or notifies the appropriate person with an alternate plan. Follow through on commitments. Job Knowledge: Demonstrates a working knowledge and understanding in the areas of responsibility. Acquires needed skills and knowledge with little reluctance continuing to grow knowledge base to remain current with new developments and industry best practices. QUALIFICATIONS: To perform this job successfully an individual must be able to perform each essential duty satisfactorily in addition to the following: Education and Experience: Bachelors degree in Early Childhood Education with practicum or the equivalent experience at the birth to 5 and/or 58 age levels plus 3 to 4 years of relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired). Working knowledge of Vermont Special Education Law and/or recent experience working in a Vermont school district preferred. Certifications and Licenses: Valid Vermont Professional Educators License with an endorsement in the Birth Grad3 or PKGrade 3 span (Level II preferred) plus meets all the basic competencies and qualifications of the endorsement as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. Language Skills: Ability to read analyze and interpret common educational and technical journals periodicals and procedures and special education regulations. Ability to respond to common inquiries or complaints from parents or members of the community. Ability to write reports business correspondence and procedure manuals. Ability to effectively present information to and respond to questions from others. Mathematical / Reasoning Skills: Ability to interpret and use test results by applying math concepts such as standard error of measurement bands of confidence standard scores and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written oral diagram or schedule form. Communication & Interpersonal Skills: Ability to effectively efficiently and regularly communicate and work cooperatively with a variety of individuals including students peers subordinates supervisors parents and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Have demonstrated experience successfully supporting diverse students including students of color English Language Learners and LGBTQ students. PHYSICAL DEMANDS: Physical ability to perform the essential functions of the job as outlined above in addition to the following: Under most circumstances while performing the duties of this job the employee is frequently required to stand; walk; and sit. The employee is regularly required to see talk and hear. The employee is regularly required to use hands to finger handle or feel. The employee is occasionally required to reach with hands and arms; climb steps; stoop kneel or crouch. The employee must occasionally lift carry move and/or restrain schoolaged students. Employees are regularly required to handle stressful situations and resolve conflicts. Specific vision abilities required by this job include close vision distance vision color vision peripheral vision depth perception and ability to adjust focus. WORKING CONDITIONS: While performing the duties of this job the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. EQUAL OPPORTUNITY EMPLOYER: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race color religion national origin pregnancy gender identify sexual orientation marital/civil union status ancestry place of birth age citizenship status veteran status political affiliation genetic information or disability as defined and required by state and federal laws. Additionally we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color people from the LGBTQ community and individuals with disabilities. DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities duties and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time as needed. Last Revised 7.1.2022