K4 & K5 Physical Education Teacher

United Community Center, Inc.; Milwaukee (WI); On-site; USD 40,000 - 55,000; Full time

Job summary

A leading educational institution in Milwaukee seeks a dedicated teacher responsible for fostering a supportive learning environment. The ideal candidate will develop lesson plans, assess student progress, and engage with families to enhance student achievement. This full-time role requires a Bachelor’s Degree and Wisconsin DPI teacher licensure, with a focus on creating an inclusive atmosphere that supports diverse learners.

Qualifications

• Wisconsin DPI teacher licensure required.
• Strong oral and written communication skills.
• Ability to work independently and as part of a team.

Responsibilities

• Develop and implement lesson plans aligned with curriculum.
• Conduct regular assessments to evaluate student progress.
• Create a safe and inclusive classroom environment.

Skills

Communication

Multitasking

Leadership

Organizational Skills

Education

Bachelor’s Degree

Tools

Excel

Word

Google Forms

Google applications

Job description

Job Details

Job Location: Bruce Guadalupe Preschool - Milwaukee, WI

Position Type: Full Time

Education Level: 4 Year Degree

Salary Range: Undisclosed

Job Category: Education

Description

POSITION SUMMARY: UCC School teachers are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical, and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures, and curriculum guidelines.

ESSENTIAL DUTIES & RESPONSIBILITIES Instruction, Planning, and Preparation: Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners. Set clear instructional outcomes aligned to the curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy. Integrate knowledge of students’ backgrounds, interests, and learning styles into planning. Select and prepare formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs. Curriculum Development and Implementation: Implement all school curriculum and instructional practices with fidelity, following the guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies, selects, and modifies instructional resources to meet the needs of students with varying backgrounds, learning styles, and special needs. Assists in assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement are continuous and appropriate for the age group and follow the curriculum’s scopes & sequences & guidelines. Student Assessment: Conduct regular assessments to evaluate students’ progress and understanding of the curriculum. Collects and analyzes student assessment data on an ongoing basis and uses data to inform planning and groupings. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Assumes responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performance. Prepares students for local, state, and national assessments as required by the school and grade level. Classroom Management: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Establish and maintain a positive and inclusive classroom environment conducive to learning. Foster a classroom culture of mutual respect and high expectations that is inclusive, equitable, and respectful of all students. Implement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate and are effectively supervised at all times. Maintains order of students and class in the classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, inviting, and culturally responsive physical space. Encourage student collaboration and responsibility for classroom norms. Social-Emotional Learning & Student Relationships Integrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making Communication & Family Engagement: Communicates effectively both orally and in writing with students, parents, and other professionals regularly regarding students’ progress, behavior, areas for growth, and upcoming events. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Counsel pupils’ academic and behavioral attitudes and achievements with parents throughout the year Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Model professional and ethical standards when dealing with students, parents, peers, and the community. Establishes and maintains cooperative working relationships with students, parents, and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities. Professional Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Collaboration and Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices. Records and Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities and collects the appropriate documentation in advance of field trips and other school functions. Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality. Performs other duties and responsibilities as assigned by their supervisor. COMPLIANCE AND POLICY ADHERENCE Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards. Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements. Support and uphold Young Star quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement. Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions. Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities. Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration. Participate in required professional development and training hours to meet federal, state, and accreditation requirements. Ensure active supervision of children at all times, as required by Head Start, licensing, United Community, and NAC guidelines. Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner. Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues. KNOWLEDGE, SKILLS, AND ABILITIES Demonstrates Basic computer knowledge, Basic knowledge of Excel, Word, and Google Forms, and other Google applications. Demonstrates leadership in the classroom. Demonstrates enthusiasm towards students, parents, and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self-reflect and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism appropriately and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate establishing and maintaining positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate the ability to follow and communicate effectively, both orally and in writing. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations

Qualifications

Bachelor’s Degree and current Wisconsin DPI teacher licensure required. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multitasking and time management skills.

Working Conditions:

The Noise level is moderate to high, depending on the activity. Frequent standing, walking, running, bending, going up and down the stairs, and physical activity are required to demonstrate and participate in athletic exercises and physical education lessons. Exposure to varying weather conditions when conducting outdoor activities. May involve lifting and moving sports equipment (up to 50 pounds). Requires monitoring of student behavior and ensuring a safe environment during physical activity. May include early morning, evening, or weekend hours for extracurricular sports or events.