Preschool Lead Teacher 25-26 SY

Job Title: PRESCHOOL LEAD TEACHER

Classification:Support Staff

Range: IV

QUALIFICATIONS:

• High School Diploma or GED
• A minimum of 18 months childcare experience preferably in a certified public preschool program
• Associate of Arts (A.A.) degree preferred or significant progress towards BA degree in early childhood or related field.
• Minimum of 18 credit hours of early childhood child development or closely related field from an accredited college or university as well as an additional 60 clock hours of related professional development
• Willingness to continue formal education and make progress toward obtaining a degree relevant to the position
• Minimum 21 years of age to meet licensing requirements
• Basic computer literacy skills including email word processing and spreadsheets
• Ability to demonstrate competency in accredited food handler training via an American National Standards Institute approved program (ANSI) or have possession of a valid Food Handlers Card
• Bilingual Spanish preferred
• Fingerprint clearance card
• First Aid /CPR certification
• Demonstrated success working with multi-cultural student populations and their families
• Willingness and ability to meet funding and licensing agency requirements as appropriate and as directed
• Ability to stand for long periods of time move quickly to supervise young children on the playground and in the classroom
• Ability to lift/carry 35 lbs.

FUNCTION:

The Fowler Preschool Lead Teacher will be responsible for planning and delivering instruction to 4- and 5-year-olds supervising teacher assistants completing all required documentation and maintaining strong communication and involvement with parents and guardians. The Lead Teacher will work closely with the program director and site administrators to ensure maintenance of an optimal learning environment.

DUTIES ANDRESPONSIBILITIES:

• Familiarity with Arizona Department of Education (ADE) High Quality Education and the Arizona Early Learning Standards and ability to plan in accordance with these standards;
• Familiarity with the student assessment tool Teaching Strategies Gold (TSG) the Classroom Assessment Scoring System (CLASS) and any other additional assessments required by Quality First.
• Ability to use appropriate tools to document student learning goals and progress towards goals;
• Ability to implement and plan for instruction and a learning environment which is reflective of the requirements of the Early Childhood Environmental Rating Scale (ECERS);
• Implement a developmentally appropriate curriculum based on student interests needs and abilities;
• Include opportunities for whole group work individual student learning time and collaborative small group work time;
• Complete weekly plans which align with relevant standards and assessment tools;
• Complete all required monitoring and grant embedded documentation as directed;
• Work collaboratively with appropriate personnel and student guardians to ensure all students are making appropriate academic and social progress including appropriate implementation of the Individual Education Plan (IEP) goals;
• Keep children meaningfully engaged in hands-on developmentally appropriate learning activities;
• Ensure that students are being provided multiple opportunities to explore learn and demonstrate their creativity;
• Maintain healthy classroom environment embedded with structure routines and well thought out systems for all learning activities;
• Maintain a positive engaging and attractive classroom environment which reflects the ECERS standards;
• Ability to interact and collaborate with supervisors peers and subordinates and communicate expectations and needs in a clear and accurate manner;
• Develop an inclusive classroom valuing diversity and integration of family in the life of the classroom and the education process;
• Support development of healthy nutritional habits for all students by facilitatingfamily style mealsas appropriate;
• Incorporate various learning modalities into the instructional day in order to ensure a range of approaches to the various student learning styles;
• Demonstrate warmth caring and consideration for thewhole childin every encounter with the students.

Evaluation:In accordance with Governing Board Policy GDO.

Reports to:Building Principal and Early Childhood Director