Teacher TYPE - PEL Teacher

Nia Family Center, 744 N. Monticello, Chicago, IL 60624, USA.

This position is located at NIA Family Center.

The Preschool for All (PFA) Program is a 10-month program. Teachers in a PFA classroom will work 10 months per year from September 1st until June 30th. This position is responsible for providing a stimulating, safe, and developmentally appropriate educational environment where children have the opportunity to develop cognitive, social, emotional, and physical skills.

• Candidates must have a Professional Educator License (PEL) in Early Childhood Education with a bilingual endorsement, or a bachelor’s degree and a Level 5 Gateways credential with a written plan to obtain a PEL within 5 years of September 4, 2018.

• Must be organized and detail oriented.
• Excellent critical thinking skills.
• Must exude patience when implementing techniques to support students.
• Must be proficient in Microsoft Office Suite.
• Ability to collaborate effectively and appropriately with others.
• Must be able to maintain confidentiality.
• Required to speak and read English proficiently, bilingual a plus.

• Creates a positive learning environment where children can grow and develop in a safe space.
• Demonstrates leadership and professionalism when interacting with peers and clients.
• Maintains an organized, clean, and clutter‑free work area.
• Ensures all paperwork including but not limited to lesson planning, observations of children, and maintaining children’s binders is done in a timely manner in collaboration with the teaching team.
• Interacts with students in a respectful, supportive, and positive manner ensuring children feel safe and their voices are heard in the learning process and daily activities.
• Implements an emergent curriculum that considers children’s interests and expands on them.
• Shows a deep knowledge of developmentally appropriate practice within the classroom.
• Integrates the Reggio Emilia approach in daily practice to create rich learning experiences for children.
• Uses sound judgement, fosters inclusion, and engages in ethical behaviors.
• Identifies own learning needs and takes the steps necessary to develop skills and set challenging goals. Working with direct supervisor on a yearly professional development plan and ensures ongoing progress is made toward achieving goals throughout the year.

• Leads classroom teams in creating a classroom environment that is welcoming and emphasizes the importance of the child; includes furnishings and supplies which are attractive, durable, and developmentally appropriate.
• Introduces, implements, and evaluates developmentally appropriate activities for young children including the following activities:
  Self Image, Language/Literacy Development, Music and Movement, Social Studies, Science, Math, Art, Large/Small Motor Activities, and In-Depth Projects.
• Supervises and interacts with all children’s activities.
• Trains staff and prepares performance evaluations with the assistance of the Site Director.
• Researches, implements, and evaluates curriculum methods and classroom management strategies.
• Responsible for preparing classroom materials in advance of children’s arrival.
• Develops strong partnerships with families.
• Attends home visits and conducts parent‑teacher conference assessment reviews.
• Participates in Family Reviews and IFSP/IEP meetings.
• Leads the implementation of the Reggio Emilia Philosophy, focusing on in‑depth studies and classroom explorations.
• Maintains reports on children’s growth and development and ensures quality observations are entered appropriately in Teaching Strategies GOLD.
• Conducts weekly team meetings.
• Maintains an organized, clean, and clutter‑free work area.
• Maintains confidentiality regarding client and staff’s personal information.
• Works well with others, offering help when needed and seeking assistance when necessary.
• Handles challenges with clients or staff in a way that results in others feeling respected and valued.
• Communicates with parents, students, and coworkers in a manner that reflects concern for their well‑being by treating all with…