Pre-K Teacher

Waterbury Public Schools; Waterbury (CT); On-site; USD 45,000 - 60,000; Full time

Job summary

Waterbury Public Schools is seeking a Pre-K Teacher in Waterbury, Connecticut. The ideal candidate will plan and deliver engaging learning experiences tailored to students' developmental needs. Responsibilities include fostering a supportive classroom environment conducive to intellectual and emotional growth, monitoring student outcomes, and adapting instruction based on diverse learning styles. Applicants must hold a Bachelor's degree and a valid Connecticut teaching certificate. This is an opportunity to make a difference in young learners' lives within a supportive educational community.

Qualifications

• Bachelor's degree from an accredited university or college is required.
• Valid Connecticut State Board of Education teaching certificate is required.
• Ability to adapt teaching styles to diverse student populations.

Responsibilities

• Plan and provide appropriate learning experiences for students.
• Monitor and evaluate student outcomes.
• Create a classroom environment conducive to intellectual and emotional development.

Skills

Classroom management

Communication skills

Child development knowledge

Instructional technology

Adapt teaching styles

Collaborative skills

Education

Bachelor's degree

Valid Connecticut teaching certificate

Job description

Job Title

Pre‑K Teacher

Reports To

Receives administrative direction from the Principal or other administrative official of a higher grade.

FLSA Designation

Exempt

Classification

Waterbury Teachers’ Association CEA‑NEA. Department: Teaching and Learning.

Part I – Summary of Classification

This class is accountable for planning and providing appropriate learning experiences for students. The teacher creates an environment conducive to the intellectual, physical, social, and emotional development of individuals to ensure Success for Every Student. The teacher supervises students in a variety of school‑related settings, monitors and evaluates student outcomes, and communicates and interacts with students, parents, staff, and the community. Instructional plans and materials are developed, selected, and modified to meet the needs of all students. Appropriate records are maintained in accordance with required procedures and practices. The teacher ensures proper use and care of equipment, materials, and facilities.

Education and Experience

Possession of a Bachelor's degree from an accredited university or college.

Special Requirements

• A comprehensive background investigation may be conducted prior to appointment.
• Current valid Connecticut State Board of Education teaching certificate or endorsement appropriate to the teaching assignment is required.
• Incumbents may be required to possess and retain a current Motor Vehicle operator’s license.

Credentials and Continuing Education

• Valid Connecticut State Board of Education teaching certificate or endorsement appropriate to the teaching assignment.
• Completion of all State CEU requirements for re‑certification.

Knowledge, Skills and Abilities

• Considerable knowledge of core curriculum areas for which the teacher is responsible, including specialized knowledge in fields such as reading, mathematics, science, business, music, art, languages, etc.
• Knowledge of educational philosophy, teaching methods, research‑based best practices and strategies.
• Knowledge of child development.
• Knowledge of classroom management techniques.
• Knowledge of District curriculum, integration techniques, Board of Education policies, and effective instructional practices.
• Knowledge of instructional technologies.
• Knowledge of learner outcomes and learning theory.
• Knowledge of students’ learning styles and needs, both academic and affective, and theories of multiple intelligences.
• Knowledge of multicultural, gender and disability fair curriculum concepts.
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research‑Based Interventions (SRBI).
• Knowledge of the teaching/learning process.
• Some knowledge of community resources.
• Excellent listening, oral and written communication skills.
• Human relations skills and abilities in classroom management, organization, and presentation.
• Proficiency in integrating technology into curriculum.
• Ability to provide instruction that reflects multiple perspectives and multicultural education.
• Ability to work effectively with administrators, colleagues, central office and school‑based staff, students, parents and community.
• Ability and flexibility to interact effectively with students, parents, and other school staff from diverse backgrounds.
• Ability to adapt teaching styles to diverse student populations.
• Ability to apply PBIS and SRBI principles.
• Ability to communicate effectively, both orally and in writing.
• Ability to evaluate student performance and present evaluations to foster higher student achievement.
• Ability to multi‑task and be flexible.
• Ability to plan and implement lesson plans based on district and school goals and student needs.
• Ability to provide appropriate instruction in core subjects.
• Ability to use computer and multimedia technology.
• Ability to work in a cooperative learning environment.
• Ability to work with individuals from diverse backgrounds.

Position Supervises

• May direct the work of paraprofessionals.

Essential Functions

• Assist administration in implementing all policies and rules governing student life and conduct, and develop classroom behavior rules and procedures, maintaining order fairly and justly.
• Attend staff meetings and serve on staff committees as required.
• Communicate and interact with students, parents, staff and community.
• Create a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives.
• Develop, select, and modify instructional plans and materials to meet the needs of all students.
• Diagnose learning disabilities of students, seek central staff assistance as required, and provide input for student IEPs.
• Encourage parent participation by demonstrating ways they can work with their child in the classroom.
• Establish learning objectives consistent with assessment of student needs, district curriculum framework, and knowledge of human growth and development.
• Establish procedures for ongoing observation, evaluation, and follow‑up of each child’s development and plan to meet instructional and developmental needs.
• Establish relationships with colleagues, students, parents and community showing respect and recognition of every individual.
• Guide the learning process toward the achievement of curriculum goals, establishing clear objectives for lessons, units, projects, and communicate objectives to students.
• Implement Head Start Program Performance Standards, and integrate educational aspects of the Head Start service areas in daily program activities.
• Maintain accurate and complete records as required by law, district and Head Start policy and administrative regulation.
• Maintain appropriate records and follow required procedures and practices.
• Provide availability to students and parents for education‑related purposes outside instructional day when required.
• Conduct home visits and parent conferences as required to share information about child, classroom, and curriculum.
• Monitor and evaluate student outcomes.
• Monitor appropriate use and care of equipment, materials and facilities.
• Perform regular instructional duties at scheduled times and locations.
• Order materials and equipment as needed for the class.
• Participate and cooperate with Head Start program review and self‑assessment teams.
• Participate in Head Start in‑service meetings/training.
• Participate in school management and share responsibility for the total school program.
• Plan a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student.
• Plan and supervise purposeful assignments for paraprofessionals, classroom assistants, teacher assistants, and volunteers.
• Plan for and utilize instructional methods, resources and evaluation techniques that motivate and enable each student to achieve learning objectives.
• Provide an atmosphere and environment conducive to intellectual, physical, social and emotional development of individuals.
• Provide an instructional program to meet the needs of all students including those with disabilities.
• Supervise students in a variety of school‑related settings.
• Take necessary safety precautions to protect students, equipment, materials and facilities.
• Write instructional plans and prepare for assigned classes.
• Perform related duties as required.

Working Conditions, Physical and Mental Requirements

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.

Equal Opportunity Statement

Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the District when necessary.