<p>Using Reggio-Emilio inspired practices, the Pre-K Short Term Substitute Teacher will foster a learning environment that cultivates curiosity, creativity, and diverse experiences. S/he will work closely with a co-teacher in the daily instruction of 15-20 students and will support the academic and social-emotional development of these students in their preparation for kindergarten and beyond. Essential Functions: CURRICULUM AND PLANNING</p> <ul> <li>Designs and implements units of exploration based on student interests, wonderings, and identity </li><li>Develops lesson plans that are age and developmentally appropriate. </li><li>Designs lessons that accommodate multiple learning styles. </li><li>Activates and builds upon students' prior skills, interests, and knowledge. </li><li>Aligns lesson objectives with school and state standards, as identified on curriculum maps. </li><li>Adapts curriculum in accordance with student IEPs and 504 plans. </li></ul> <p>THE CLASSROOM ENVIRONMENT</p> <ul> <li>Interacts respectfully with all students. </li><li>Conveys enthusiasm for subject matter. </li><li>Holds all students accountable to high expectations for achievement and growth. </li><li>Promotes and manages collaborative learning. </li><li>Establishes effective classroom routines and procedures. </li><li>Organizes the physical environment to maximize student learning. </li><li>Develops student agency as leaders of their own learning </li><li>Assist with toileting, as needed </li></ul> <p>INSTRUCTION</p> <ul> <li>Communicates clear directions and procedures. </li><li>Identifies and communicates learning objectives for skills and content. </li><li>Communicates clearly and effectively through speech and writing. </li><li>Allocates and manages instructional time effectively. </li><li>Facilitates smooth and efficient transitions and maximizes learning time. </li><li>Incorporates questioning strategies to improve student thinking and learning. </li><li>Facilitates engaging and inclusive classroom discussion. </li><li>Varies instruction to accommodate different learning styles. </li><li>Executes departmental/subject area expectations into instruction. </li><li>Designs, selects, and incorporates materials and resources that stimulate student learning. </li><li>Adapts instruction in accordance with student IEPs and 504 plans. </li></ul> <p>ASSESSMENT</p> <ul> <li>Aligns assessments with instructional goals. </li><li>Designs assessments around clear criteria or standards. </li><li>Provides ongoing, timely, and useful feedback to students and families. </li><li>Utilizes a variety of assessment strategies. </li><li>Uses assessment data to inform and improve curriculum and instruction. </li><li>Adapts assessments in accordance with student IEPs and 504 plans. </li></ul> <p>PROFESSIONAL RESPONSIBILITIES</p> <ul> <li>Maintains accurate and up-to-date records. </li><li>Communicates frequently and professionally with parents. </li><li>Maintains respectful, collegial, and collaborative relationships with colleagues. </li><li>Supports the extracurricular life of the school. </li><li>Seeks and participates in collaborative inquiry as professional development. </li><li>Adheres to and upholds school rules and procedures. </li><li>Reflects positively on the PHA community. </li><li>Fulfills basic professional responsibilities. </li><li>Contributes positively to the professional culture of the school. </li></ul> <p>NOTE: This list of essential and additional functions is not intended to be all-inclusive and may be supplemented at the request of one's supervisor and/or senior management. Additional Functions:</p> <ul> <li>Additional responsibilities and tasks requested or assigned by manager </li></ul> <p>Knowledge, Skills and Experience Required: Educational or other qualifications required:/</p> <ul> <li>At least five years leading an early childhood classroom; </li><li>Bachelor's Degree required; Master's Degree preferred </li><li>Massachusetts licensure in Early Childhood (PreK-2) required </li><li>Understanding and familiarity with the Massachusetts Curriculum Frameworks and the Common Core standards </li><li>Citizenship, residency or work visa required </li><li>Commitment to Prospect Hill Academy's educational mission and values </li><li>Commitment to working with students from diverse backgrounds with diverse profiles </li><li>Willingness to work collaboratively with a dedicated staff and involved parent body </li><li>Well-developed and demonstrated cultural proficiency </li><li>Strong organizational and communication skills </li><li>Fluency in Google suite of applications </li></ul> <p>Physical Requirements:</p> <ul> <li>Frequent standing, walking, reaching with hands and arms to stoop, kneel, or crouch </li><li>Frequent lifting and/or moving up to 10 pounds and occasionally lifting and/or moving up to 25 pounds </li><li>Occasional use of hands to handle or feel </li><li>Occasional climbing or balancing </li><li>Regular speaking and hearing; specific vision abilities include close vision, distance vision, color vision, peripheral vision, and depth perception </li></ul> <p>The above information outlines the general nature and level of work performed by employees within this position. It is not designed as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees assigned to this job; nor is it a contract for employment. The school will make reasonable accommodations as they relate to the Americans with Disabilities Act (ADA). Employment at the School is on an "Employment-At-Will" basis. In other words, you or the School may terminate employment for any reason and at any time, with or without notice. Similarly, the terms of employment outlined in this description are subject to change at any time.</p>