Early Childhood Teacher (18 Months to 4 Years)

Reports to: Early Childhood Director

Summary:

Rambam Day School at Temple Beth Am teachers are experienced champions of children with proven track record of success in the classroom. Rambam Day School teachers are responsible for creating warm and nurturing classroom environments that foster their students’ learning, ensuring that they reach their maximum potential for intellectual, emotional, physical, spiritual, and social growth.

Rambam Day School Educators approach their work with respect for children and families, they demonstrate patience and a sincere willingness to accept parents as partners in the education of their students. A Rambam Day School teacher is not a knowledge giver but one who imparts to students learning skills, thinking skills, life skills and helps students face the future with resilience, confidence, and a sense of commitment. A great teacher is always ready to go the extra-mile to achieve results.

A Rambam Day School teacher has poise and confidence. They are a role model of continuous learning, possess adequate levels of energy and recognize the power of enthusiasm. They have excellent communication skills and a positive disposition. They keep the larger picture in mind; accountability and adaptability are their main forte.

Early Childhood educators are responsible for designing dynamic environments that invite children to be curious, support student learning, and allow them to learn by doing and playing. Our team has a deep understanding of child development and the ability to support children at all levels academically, socially, emotionally, and physically. They connect this understanding with curriculum development by designing thoughtful project arcs that are interdisciplinary, age-appropriate, and inviting. Throughout the year, educators are responsible for assessing student learning and using the data to support student learning. Early Childhood Educators incorporate Jewish values into daily lessons and embrace Jewish culture, customs and traditions.

Rambam Day School is Committed to:

• An integrated project-based curriculum that aligns with local, state, and national academic standards.
• Experiential learning that encourages hands-on, cooperative experiences.
• Critical thinking, problem-solving, and intrinsic motivation.
• Challenging students to take personal and social responsibility, and to respect their own and others’ values through the integration of chesed – social justice engagement projects and ideals.
• Assessing student’s skills and knowledge in a developmentally appropriate
• Developing students who are confident with leadership skills.
• Child-centered learning that honors small class sizes and low student teacher ratios.
• Encouraging children to investigate, explore, question, and discuss.
• Respect for children’s unique learning styles.
• Welcoming parents as partners in teaching.
• Supporting lifelong learning
• Respectfully communicating with parents using data and offering strategies to move child to next level of learning.

Specific Responsibilities Include, But Are Not Limited To:

Image of a Child:

• Demonstrate respect for children; consistently by understanding their current level and potential as well as asking open-ended questions, sees the child as competent and capable.
• Invite children into the learning process by encouraging them to be curious and take risks.
• Ensuring that students learn from mistakes and see those mistakes as learning opportunities.

Curriculum:

• Designs integrated and interdisciplinary Project Arcs throughout the year that are engaging and connected to age-appropriate skill sets.
• Offers a variety of daily activities and provocations that allow children to explore, get messy, and learn by doing.
• Remains current in the knowledge of all content areas taught.
• Remains current with accepted and appropriate instructional theory, practice and research.
• Maintains relevant and stimulating classroom environment: neat, orderly, organized and aesthetically pleasing environment that fosters independence and curiosity.
• Works effectively with teaching partner, grade level team, and Early Childhood specialists and faculty to design curriculum that is current, aligned to the project arcs, supportive of what students need, and that incorporates Jewish holidays, values and traditions.

Learner Support:

• Invests in the learners’ well-being, health, and safety, physically, socially, and emotionally.
• Provides proficient classroom management routines and procedures to ensure a safe, orderly, positive, enjoyable, and productive learning environment.
• Differentiates instruction as needed (in content, process, product, and environment).
• Establishes, maintains and documents frequent communication with parents about their child’s academic, social and emotional progress and needs. This includes Conference Reports, phone calls, newsletters, emails, etc.
• Uses formative and summative assessment and documents student progress and achievement; assesses and analyzes student strengths and needs; designs and implements appropriate instruction to facilitate learning and growth.
• Facilitates problem-solving, with a curious mind and critical thinking skills, showing a high degree of creative application in the implementation of data-driven curriculum and practice.
• Proactively takes a team approach to support a child by regularly checking in to learn of progress made in OT, speech and language sessions.
• Informs (in a timely fashion) the Head of School and Early Childhood School Director of any specific issues regarding individual students.
• Designs and facilitates differentiated and personalized learning goals and activities that follow a coherent sequence, are aligned to instructional goals, and engage students in high-level cognitive activity.

Professional Disposition and Expectations:

• Maintains a growth mindset toward student learning, teaching practice, and personal/collective professional development by holding themselves and the students to a high degree of self-efficacy (agency); holding themselves and learners accountable while advocating for their students well-being.
• Serves as a role model and an innovative and creative learner with an insatiable thirst for knowledge, personal growth, and being on the cutting edge of instructional practice and pedagogy.
• Prepares and maintains a current dedicated folder for Substitute Teacher(s). This will include a 3-day supply of stand alone (but relevant) Emergency Plans and all items on Substitute Teacher Checklist Form.
• Fulfills all duties and responsibilities including morning duties, AM and PM carpool, lunch coverage, etc.

Teacher Qualifications / Skills:

• Knowledge of instructional methods appropriate for students at the respective grade level.
• Desire and ability to work with students at the specified age level with diverse backgrounds and levels of ability toward accomplishing their educational goals.
• Ability to organize tasks and manage time to meet many and varied deadlines; manage small and large groups of students in a classroom environment; and communicate effectively with students, parents, school administrators and other staff, including the ability to discuss topics which may be sensitive.
• Working familiarity with assistive technologies; internet and email systems; and word processing, presentation, and spreadsheet software.
• Familiarity with computers (PC and Apple) and their use in instruction to enhance student learning.
• Working knowledge of various office and video equipment.
• Knowledge of educational software (Veracross, Homeroom, etc).
• DCF 45 hours completed and CPR/First Aid certification training.
• All Early Childhood Educators must hold a CDA, AA, BA or Master’s Degree or higher in Early Childhood Education or a directly related field

Physical Demands and Work Environment

Physical demands and work environment characteristics described here are representative of those that must be met (or may be encountered) by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to talk or hear. Frequently required to sit; stand; walk; use hands to finger, handle, or feel objects, tools, or controls. Occasionally required to reach with hands and arms; climb or balance; stoop, kneel, or crouch. Must occasionally lift and/or move up to 20 pounds. Specific vision abilities required include close vision, distance vision, peripheral vision, depth perception, & the ability to adjust focus. The requirements of this job include extensive use of the computer and telephone.

WORK ENVIRONMENT: While performing the duties of this job, the employee occasionally works near moving mechanical parts and is rarely exposed to the risk of electrical shock. Noise level in the work environment is usually moderate.

For more information please contact Mara Berger at [email protected] or apply at www.tbam.org/jobs

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