Early Childhood Teacher; anticipated

POSITION

PURPOSE:

Empower young learners through engaging, developmentally appropriate instruction designed to build foundational knowledge, develop critical early skills, and support each child's growth across academic, social, emotional, and physical domains. Create and sustain a nurturing, inclusive, and safe learning environment where children can thrive through play-based, hands-on, and inquiry-driven experiences. Design and deliver standards-aligned, developmentally appropriate instruction; observe and assess student growth;

and partner with colleagues, families, and the community to foster each child's full potential during these critical early years.

Exempt;
Full-Time

Principal and Assistant Principal

Performance of this position will be evaluated in accordance with the provisions of Board policy GCN:
Evaluation of Professional Staff.

• Bachelor's Degree or higher from an accredited college or university, with a focus in Early Childhood Education, Child Development, or a related field.
• Experience teaching or working with preschool-aged children is preferred.
• Experience with developmentally appropriate practice, play-based instruction, standards-based assessment, educational technology, and learning management systems is preferred.

• Valid Missouri Teaching Certificate in Early Childhood Education (Birth-Grade
  3).

• Strong knowledge of early childhood development, developmentally appropriate practice, classroom management, communication skills, data interpretation, and interpersonal abilities.
• Understanding of early literacy, early numeracy, and social-emotional development milestones.

• Embrace and work continually in support of the district mission of “Expecting Excellence… Learning for All.”

• Design and deliver engaging, developmentally appropriate lessons and learning experiences that are standards-aligned, tailored to meet the needs of all young learners, and designed to foster cognitive development, language acquisition, critical thinking, problem-solving, emotional competence, creativity, and achievement of early learning goals.
• Implement play-based learning, center-based activities, hands-on exploration, cooperative learning, technology, and innovative resources to enhance student learning.
• Support the development of fine motor, gross motor, self-help, and school-readiness skills through structured and unstructured activities.
• Incorporate diverse social and cultural perspectives on content, including students' own language, culture, family, and community into their learning experiences.
• Promote responsible, inquisitive, self-directed learners through choice-based and exploratory learning.
• Utilize disciplinary research, inquiry methodologies, and theory- and research-based early childhood strategies.
• Implement special educational plans, such as 504 plans, individualized education programs (IEPs), and individualized health plans.
• Prepare lesson plans and daily routines for use by a substitute teacher.

• Set and monitor student goals, taking into account each child's developmental stage, prior experiences, learning strengths, and needs.
• Interpret early childhood screening and assessment tools (e.g., developmental screeners) alongside formative and summative classroom assessments to measure student learning.
• Analyze data to inform instructional decisions and adjust teaching strategies.
• Monitor the effectiveness of instruction for the whole class and individual learners, including progress toward developmental milestones.
• Maintain accurate student records, including developmental progress, performance, attendance, and any…