Early Childhood Education Teacher (2024-25) - Early Childhood Center

Title of Position:                               

Early Childhood Education Teacher, Early Childhood Center

Work Year:                                        

2024-25 School year

Salary:                                              

In accordance with the Teachers’ Salary Scale according to education and experience.

Organizational Relationship or Line of Authority:                         

Directly responsible to the Early Childhood Center Director in all matters pertaining to the building.  Jointly responsible to appropriate Director and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum and the Assistant Superintendent for Student Services and Equity and Director of Special Education for all areas of Special Education.

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Statement of Duties:

• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
• Ability to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses instructional practices that are likely to motivate and engage most students during the lesson.
• Uses tiered instruction, scaffolds and other methods, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
• Adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.
• Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
• Shows understanding of and sensitivity to different families' home language, culture, and values.
• Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
• Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
• Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
• Attends and participates in faculty meetings.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Consistently fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations
• Responsible for instructional and general duties as assigned by the Director, Educational Team Leader and directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee.

Qualifications:

• Licensed by the State Department of Elementary and Secondary Education (DESE) as an Early Childhood Education Teacher in Massachusetts (Grades PreK-2) and licensed by DESE as a Special Education Teacher covering the Pre-K Grade in Massachusetts 
• SEI Endorsement on License required
• Bachelor’s or higher earned academic degree
• Bilingual (Spanish or Portuguese) Strongly Preferred
• Knowledge of curriculum in Early Childhood and Elementary Education.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

Skills and Abilities

• Technology Use – Able to use educational software programs that further student’s learning as well as the School System Data base and use of Microsoft software including, but not limited to, Word and Outlook, Google products and web-based sites for learning and tracking information.
• Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
• Written and Oral Comprehension and Expression — Ability to read and understand information and ideas presented in writing and ability to listen to and understand information and ideas presented through spoken and written word. The ability to communicate information and ideas in speaking and writing.
• Team Player— Job requires being respectful as part of a team with others on the job and displaying constructive, collaborative behaviors.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.