Lead Preschool Teacher

Founded in 1854, the Baltimore Jewish Community Center (JCC) has evolved into an organization of vitality and diversity, committed to enhancing the general welfare of the whole community. The JCC’s mission promotes Jewish life and values through a stimulating and supportive work environment.

The Stoler Early Learning Center is located at the JCC of Greater Baltimore’s Rosenbloom Owings Mills Campus. We serve 200 children from the ages of 6 weeks through kindergarten. Each child is unique, and we partner with families to address their strengths, needs, and interests in a comprehensive, child‑centered approach. Our educators have the qualifications, knowledge, and professional commitment needed to promote children’s development and support families.

Our program is designed to enhance the development of each child as they grow to become creative, resilient, and confident thinkers by learning through exploration of the world around them and play. We are embracing a constructivist philosophy and encouraging a spirit of innovation and experimentation to create a caring community of learners.

• 90‑hour Certification. CDA, Associates, or bachelor’s degree in early childhood education; education; child development, or a related field preferred.
• Working knowledge of the growth and development of young children and ability to utilize this information in the classroom.
• Strong organizational, interpersonal, and communication skills: oral, reading, writing.
• Creative, problem solver with a “can‑do” attitude.
• Experience working in Early Childhood or Elementary Education preferred, specifically in a constructivist, child‑centered setting.
• Ability to be flexible, multi‑task, and prioritize workload.
• Independently manage classroom duties while collaborating with classroom team, age‑level team, Leadership Team, and specialists.
• Meet Maryland State Department of Education requirements for employment in a preschool setting with mandated coursework completed and drive to complete ongoing continuing education as required by MSDE, MD EXCELS, and credentialing.
• Comfort exploring both indoors and outdoors in a variety of weather.
• Basic Judaic knowledge, including holidays, culture, traditions, and values, and ability to integrate it into lessons and experiences or willingness to learn.

• Provide a safe environment for all children by active supervision at all times, maintaining ratio and visibility.
• Pay close attention to children’s play, engage in reflection and discussion about growth and learning, and respond to themes in play and development.
• Consider students’ personalities, interests, developmental abilities, cultural backgrounds, family values, and personal observations when facilitating learning experiences with frequent center changes and open‑ended provocations.
• Document children’s play and learning through daily reflections, journey binders, blogs, weekly newsletters, and other vehicles.
• Provide a variety of opportunities targeting multiple learning styles for active participation, independent choices, experimentation, and problem solving within a structured setting.
• Be sensitive to individual children’s differences and be willing to adjust experiences to meet those needs.
• Use joint attention and observation to impact facilitation.
• Create opportunities for social interaction, physical activity, creative expression, and Jewish experiences both indoors and outdoors.
• Encourage students to be responsible for their own learning; ask high‑level thinking questions to enhance reasoning skills and promote conversation.
• Attend to classroom management, including flow of the day, group dynamics, and conflict resolution using positive guidance and modeling.
• Relate to young children and adults in an emotionally responsive manner; nurture physical, spiritual, emotional, social, cognitive, and literary growth.
• Use educational resources to plan learning experiences and lessons:
  Creative Curriculum, Healthy Beginnings, JCC ELC holiday curriculum, Chageinu, MSDE‑approved Kindergarten Common Core Curriculums.
• Cover required state content areas/domains: social‑emotional competencies, language and literacy,…