Kindergarten Teacher

Wolf Branch Elementary School; Cahokia (IL); On-site; USD 42,000 - 64,000; Full time

Job summary

Wolf Branch Elementary School in Cahokia, IL seeks a Kindergarten Teacher licensed by ISBE. The role focuses on foundational literacy, numeracy, social development, and creating a nurturing classroom environment.

The teacher will design engaging lesson plans, monitor student progress, collaborate with colleagues, and involve families to support individual learning goals for young learners.

Strong communication with parents and a commitment to inclusive practices are essential.

Qualifications

• Developing and maintaining IEPs
• Assessing student learning
• Adapting curriculum
• Collaborating with other educators
• Encouraging students

Responsibilities

• Demonstrates instructional techniques within the classroom.
• Utilizes current events to enhance learning experiences.
• Varies motivational techniques to maintain pupil attention.
• Asks questions to elicit student responses and understanding.
• Uses instructional materials effectively to support lessons.
• Provides positive reinforcement to encourage learning.
• Introduces lessons clearly and effectively.
• Conducts summaries and reviews of material.
• Maintains balanced teacher/pupil participation.
• Communicates directions and expectations clearly to students.
• Plans and presents lessons aligned to goals.

Skills

Instructional techniques

Current events integration

Motivation techniques

Questioning skills

Use of instructional materials

Positive reinforcement

Lesson introduction

Classroom management

Clear directions

Test construction

Lesson planning

Study guidance

Student communication

Education

Professional Educator License (PEL)

Job description

Qualifications

Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE)

Position

Kindergarten Teacher

Qualifications

Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE)

Learning Objectives

Developing and maintaining IEPs, assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.

Job Description

TEACHING PROCEDURES

• Different types of instructional techniques are used within the classroom.
• Demonstrates the ability to focus on and utilize current events in learning situations.
• Varies motivational techniques to hold pupil’s attention in the classroom.
• Display skill in questioning to elicit appropriate student response.
• Makes effective use of required and supplemental instructional materials.
• Uses positive reinforcement to encourage learning on the part of students.
• Introduces lessons effectively.
• Conducts summaries and reviews in an effective manner.
• Maintains a balance of teacher/pupil participation and interaction.
• Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.

• Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.

• Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.

• Guides pupils into efficient study habits.

CLASSROOM MANAGEMENT

• Teacher presents evidence of having a classroom management plan.
• Teacher communicates to students what the expectations are as concerns: rules of the classroom, cooperation and participation in classroom activities and discussions, classroom assignments and/or homework.
• Teacher handles routine problems within his/her classroom utilizing the classroom management plan.
• Neatness and orderliness are in evidence in the classroom.
• Teacher demonstrates concern for the care of district-owned educational materials and equipment.
• Teacher evinces good judgment in sending students to the office.

• Lesson plans are in evidence and well planned.
• Lesson materials are organized in an orderly fashion.
• A variety of instruction materials is used.
• Evidence of varied activities which account for individual differences.
• Objectives are apparent from lesson plans.
• Consistency of lesson planning is in evidence.

STUDENT RESPONSE TO CLASSROOM INSTRUCTION

• The general classroom climate is such that students can attend to and participate in the lesson presentation.
• Class group settings are used on occasion to introduce new topics, concepts, or generalized studies. Students are attentive, but opportunities are allowed for class discussion and interaction.
• Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.
• Students may be observed working among different instructional or activity areas and appear to be actively involved in learning.

PERSONAL ATTRIBUTES

• Makes a neat, professional, and personal appearance.
• Exhibits personal qualities in the classroom which promote a good learning climate.
• Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.
• Evinces enthusiasm for the pupil in his/her classroom.
• Voice inflections are appropriate for given classroom setting.
• Evinces a sense of humor when appropriate in the classroom setting.
• Exhibits proper English usage in the classroom.
• Maintains poise and self-control in the classroom.
• Shows empathetic understanding for pupil concerns.

PROFESSIONAL ATTRIBUTES

• Gives evidence of enthusiasm for teaching.
• Maintains a cooperative attitude toward the school setting.
• Exhibits dependability and punctuality while fulfilling teaching obligations.
• Exhibits mature judgment when dealing with students.
• Projects tact and courtesy in his/her classroom setting and in dealing with parents.
• Shows persistence and initiative in striving to improve his/her teaching techniques.
• Attains the respect of his/her students in the classroom.
• Works to get along with fellow colleagues.
• Strives to develop a positive line of communication between teacher, student, and parent.
• Exhibits professionalism in his/her conduct in all school settings.
• Is sensitive to the need for keeping confidential information.
• Assumes responsibilities outside the classroom as they relate to school.
• Exercises responsibility for student management, both in the buildings and on school grounds.
• Assumes necessary non-instructional responsibilities