loading
reading
writing
saving
searching
There was an error loading the page; please try to refresh the page.

We've detected you are using a browser that is missing critical features.

Please visit craigslist from a modern browser.

try the craigslist app » Android iOS
favorite
favorite
hide
unhide
flag

Posted

print

Lead Teacher

compensation: Commensurate with Experience
employment type: full-time
non-profit organization

About AppleTree
AppleTree’s mission is to close the achievement gap before students get to kindergarten. To accomplish this mission, we exclusively on Preschool and Pre-K education. We provide free, full-day public charter school programming for three- and four-year olds in 12 locations across Washington, DC, employing our innovative and award winning instructional model, called Every Child Ready (ECR). This instructional model provides educators with tools and resources for “What to Teach”, “How to Teach” and “How to Measure Success.” Our instructional model is also used with partners across the nation. We continuously test and improve this model through feedback from AppleTree educators, partners and other stakeholders to ensure that children are learning and exploring through play and appropriate instruction.

Position Summary
The Lead Teacher, with the support of a teaching team, is responsible for the growth and development of a classroom of students. A teaching team consists of two lead teachers with support from a shared Teaching Assistant. The Lead Teacher uses his/her knowledge of the development of young children, the ways in which young children learn and scientifically based practice to provide instruction and support the social, emotional and cognitive development of young children. Lead Teacher is a non-supervisory position, and reports to the Principal.

Duties and Responsibilities

  • Establishes rich and engaging physical learning environments

  • Creates a safe, clean, thematically based, attractive and engaging centers-based classrooms that encourage both exploration and complex play

  • Ensures the classroom contains sufficient supplies and materials for the weekly plans and for all components of the day, and that unit materials are inventoried before and after each unit

  • Ensures the classroom contains sufficient supplies and materials for the weekly plans and for all components of the day, and that unit materials are inventoried before and after each unit

  • Encourages children’s ownership and contributions to the classroom environment

  • Creates environments and instructional opportunities that meet the needs of diverse learners

  • Implements the Every Child Ready (ECR) instructional model with fidelity and collaborates with the coach and principal to ensure fidelity

  • Demonstrates an understanding of the problem-solving Response to Intervention (RTI) Instructional model

  • Actively seeks out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom.

  • Uses a variety of observational and direct assessment tools in collaboration with ECR standards to determine children’s varying needs and opportunities

  • Uses information and data from a variety of sources in order to differentiate instruction for all children

  • Establishes clear behavior expectations, rules and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior.

  • Actively supports the diversity of learners in their classrooms (e.g. cultural, linguistic and academic diversity)

  • Actively supports the diversity of learners in their classrooms (e.g. cultural, linguistic and academic diversity)

  • Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others

  • Collaborates and cooperates with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed

  • Supports the development of young children:
    Plans adequate time for student talk and encourages children’s language use throughout the day

  • Plans and integrates instructional activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum

  • Plans and integrates instructional activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum

  • Skillfully and systematically motivates students to participate in activities that support the development of their early literacy skills

  • Implements instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize and evaluate

  • Implements instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize and evaluate

  • Intentionally provides modeling and support for children’s expressive and receptive language throughout the school day

  • Intentionally and systematically implements direct instructional opportunities and provides modeling and practice
  • Provide opportunities for activities that promote children’s social and emotional development throughout the school day

  • Plans and implements intentional, systematic, playful and engaging activities that support the development of the above skills

  • Collaborates with families and communities to support children’s social, emotional and cognitive development:
    Actively seeks to make connections with their children’s family members and other important people in their children’s lives

  • Solicits parents and community members to share their skills, experiences and cultures in the classroom

  • Regularly communicates the school’s and individual children’s educational goals and progress to families

  • Supports school-wide family engagement activities (i.e. planning, communicating, and/or leading) and participates in at least one family event each month

  • Contributes to a community of practice:
    Plans collaboratively and shares ideas and resources with instructional team

  • Share best practices with others throughout the network and with AppleTree leadership

  • Actively participates on at least one site-wide committee

  • Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching

  • Guides professional development and growth of teaching assistant and helps team members meet professional goals

  • Actively participates in school and network based professional development opportunities provided and seeks out additional professional development

  • Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members

  • Communicates professionally and constructively with colleagues

  • Fulfills the standards of professionalism including appropriate dress, attendance and timeliness

  • Participates and collaborates with families in Kindergarten Transition process and is informed of local DCPS and Public Charter Schools and private schools within the District (Pre-K teachers only)




Requirements
  • Bachelor’s degree in elementary education, reading, psychology, human development, early childhood education or a closely related field

  • Two or more years of successful professional teaching experience

  • Demonstrated leadership experience, organizational skills and communication abilities to lead or co-lead the instructional team

  • Must receive a passing score on the *Praxis II: Early Childhood Education (test code 5025) by the start of the school year or within 60 days of hire date, whichever comes first. *Previous Praxis Early Childhood or Elementary Content Knowledge accepted) (10014)

  • Demonstrated sensitivity to linguistic, cultural, social, economic, individual and role differences among persons and families served


  • Disclaimer
    The preceding description is intended to describe the general nature and level of work performed by individuals in this role and is not designed to be an exhaustive list of all duties and responsibilities required of the Lead Teacher. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.

    AppleTree Diversity, Equity and Inclusions Statement
    At AppleTree, we endeavor to foster an environment where each person’s true self and experience is welcome. We believe that only with a diverse and inclusive environment can you truly celebrate and support all students, families, and staff. Our commitment to diversity is founded on the belief that our community is strengthened by the vibrant exchange that occurs when individuals with different backgrounds, abilities, and heritages share their various perspectives with one another.

    To Apply:
    Please visit: https://www.appletreeinstitute.org/join-our-team



    • Principals only. Recruiters, please don't contact this job poster.
    • do NOT contact us with unsolicited services or offers
    • OK to highlight this job opening for persons with disabilities

    post id: 7403952764

    posted:

    best of [?]