Education for Change is looking for dynamic and visionary Transitional Kindergarten teachers who will engage students, families, and other members of our learning community to ensure high student achievement. The teacher provides instructional leadership to students and actively participates in and contributes to a collaborative, results-oriented professional learning community. They engage community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. They will know how to successfully work in an urban elementary school with a high English Learner and low-income population.
Essential Duties and Responsibilities
EFC believes that high-quality instruction, and its continuous refinement, will lead to success for our students. We are looking for teachers who are highly effective in each of the following areas:
Data Driven Planning & Assessment
- Develop and implement effective daily and long-term instructional plans and classroom activities aligned with student needs, California Preschool Foundations, California Common Core standards, and EFC and school instructions, goals, and objectives
- Assess students regularly and analyze student results, both individually and in a collaborative cycle of inquiry with colleagues and administrators.
- Use assessment results and student needs to inform and differentiate instruction
Classroom Learning Environment
- Establish a culture of high expectations that includes the shared belief that ALL children can achieve at high levels prepared to succeed in any setting
- Provide a classroom climate and learning experiences that further our students’ social, emotional, physical and academic development using developmentally appropriate practices for young children
- Establish and maintain a positive, safe, and supportive classroom and school environment that values learning and achievement
- Demonstrate respect and understanding of students and families from diverse backgrounds
- Facilitate a well-paced, scaffolded lesson cycle based on clear, well-communicated objectives and criteria for success.
- Use formative and summative assessments to adjust instruction
- Create multiple opportunities for students to engage critically with content in multiple modalities and levels of complexity
- Implement developmentally appropriate practices based on child development research.
- Engage in critical reflection aimed at refining practice to increase effectiveness
- Collaborate with colleagues and work as a team to achieve shared goals
- Identify unique student needs and collaborate with team members to effectively address those needs; when necessary, refer to appropriate resources, such as health and psychological services
- Actively participate in professional development opportunities and work closely with lead teachers, principal, administrators, and coaches
- Utilize EFC professional development and personal initiative to stay abreast of best practices in the field.
- Maintain accurate student records, including attendance
- Attend mandatory new hire professional development
- Support the mission, vision, and core values of Education for Change
- Implement the adopted curriculum as designed.
Partnerships, Family, and Community
- Communicate regularly with students and families about classroom activities and student progress
- Involve students’ families as partners in their children’s education, providing resources and strategies for families to support their student’s success.
- Actively participate in key student events
- Promote student learning and creativity using digital tools and resources in face-to-face and virtual environments.
- Create technology-enriched learning environments that utilize digital tools, resources, and diverse formative and summative assessments to differentiate learning for students and provide opportunities for students to monitor and assess their own progress.
- Utilize digital tools and resources collaboratively to support student success and analyze progress towards success
- Bachelor’s degree
- Valid California Multiple Subject Teaching Credential or ability to attain one based on out of state certification
- Any teacher new to TK as of July 1, 2015 must have a Child Development Teacher Permit or at least 24 units in early childhood education or childhood development or equivalent professional experience by August 1, 2020
- CLAD, BCLAD, or English Language Learner Authorization
- Must possess a growth mindset and be able to use feedback to refine practice
- Experience with Positive Behavior Interventions & Supports, a plus
- Experience planning and assessing play-based learning
- Experience with NAEYC’s position statement on developmentally appropriate practice
- Knowledge of California Preschool Foundations
- Spanish language proficiency
- Experience and desire to use data and technology as levers to drive instruction