Early Childhood Hourly Aide (0.7 FTE), Tobin Montessori

Position: Early Childhood Hourly Aide (0.7 FTE)

Tobin Montessori School

Tobin Montessori School:

The aim of Montessori education is to foster competent responsible adaptive scholars who are lifelong learners and problem solvers. Montessori classrooms are equipped with a diverse set of materials which are designed to foster physical intellectual creative and social independence. The preschool classroom atmosphere encourages social interaction for cooperative learning peer teaching and emotional development. Learning occurs in an inquiring cooperative nurturing atmosphere where students increase their own knowledge through self-initiated experiences under the guidance of trained adults.

The Opportunity:

The Instructional Aide will work under the direct supervision of the classroom teacher to create a preschool learning environment where each student feels valued and can progress at an optimal rate developing a strong sense of self and a healthy respect for others in a diverse community. The Instructional Aide will be responsible for providing the social/emotional and academic support for the diverse group of Instructional Aide will also meet regularly with the classroom teacher to plan and discuss the needs of the students and the overall classroom environment. Assisting students during lunch and recess will be a duty. Toileting of students is also a duty that an individual may be expected and required to perform as a paraprofessional employed by the Cambridge Public Schools

Minimum Requirements:

Associates degree or 48 college credits from an accredited college or university preferred. Previous Montessori training or experience preferred.

How to Join Our Team:

Apply online at . Please upload a resume and thoughtful cover letter outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity.

At the Cambridge Public Schools we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced acknowledging that a team reflecting diversity of race color ancestry national origin religion age gender marital/domestic partner status sexual orientation gender identity disability status and veteran status allows us to serve our communities better. To that end we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.