Kindergarten Teacher One Year Only

Kindergarten Teacher One Year Only

Scituate School Department (RI) North Scituate Elementary School - North Scituate, Rhode Island

Starting Date:
Immediately

The Scituate School Department seeks a collaborative, student-centered Kindergarten Teacher who is committed to creating a strong academic, developmental, and social-emotional foundation for young learners. The successful candidate will create a joyful, engaging, inclusive, and academically purposeful learning environment where children develop the knowledge, skills, confidence, independence, and sense of belonging necessary for continued success in school.

The ideal candidate will demonstrate a strong understanding of child development and developmentally appropriate kindergarten practice; evidence-based literacy and mathematics instruction; purposeful play, exploration, and inquiry; and the use of assessment and student learning evidence to inform instruction. The successful candidate will work collaboratively within a Professional Learning Community (PLC), partner closely with families and colleagues, and contribute to a positive school culture focused on high levels of learning and continuous improvement for all students.

Instruction and Learning Plan and deliver engaging, standards-aligned instruction consistent with district curriculum and instructional expectations. Provide developmentally appropriate, evidence-based instruction in early literacy, mathematics, science, social studies, and other areas of the kindergarten curriculum. Implement evidence-based early literacy practices that support the development of phonological and phonemic awareness, phonics, oral language, vocabulary, fluency, comprehension, and early writing. Provide meaningful mathematics learning experiences that develop conceptual understanding, number sense, mathematical reasoning, problem-solving, and mathematical discourse.

Balance explicit instruction with purposeful play, exploration, inquiry, student discourse, hands-on learning, and opportunities for choice and independence. Plan and deliver whole-group, small-group, and individualized instruction based on student learning needs and assessment evidence. Differentiate instruction using evidence-based practices and Universal Design for Learning (UDL) principles to provide equitable access to learning. Provide appropriate intervention and enrichment to support and extend student learning.

Foster curiosity, independence, perseverance, self-regulation, collaboration, and a growth-oriented approach to learning. Use high-quality instructional materials and district-approved resources with fidelity while making appropriate instructional adjustments based on student needs. Integrate instructional technology appropriately to enhance, rather than replace, developmentally appropriate learning experiences.

Assessment and Data-Informed Practice Utilize formative, diagnostic, screening, and summative assessment information to monitor student learning and inform instructional decisions. Administer district-selected assessments and universal screening measures in accordance with district expectations. Analyze student performance and work samples to identify strengths, learning needs, and opportunities for intervention and enrichment. Use assessment evidence to flexibly group students and adjust instruction in response to changing learning needs.

Monitor student progress and maintain accurate and timely records of student achievement and growth. Provide meaningful, understandable feedback to students and families regarding learning, progress, and next steps. Participate collaboratively in the examination of student work, assessment results, and other evidence of learning through PLC and MTSS processes.

Collaboration and Student Support Collaborate with kindergarten colleagues, specialists, special educators, interventionists, administrators, related service providers, and other staff to support student success. Participate actively in Professional Learning Communities (PLCs) focused on collaborative inquiry, evidence of student learning, identification of student needs, and collective action to continuously improve teaching and student outcomes. Participate in Multi-Tiered Systems of Support (MTSS), curriculum development, professional learning, and school and district improvement initiatives.

Collaborate with families to establish strong, positive partnerships and support children's academic, developmental, social, and emotional growth. Communicate regularly and effectively with families regarding classroom learning, student progress, expectations, and ways to support learning laborate with preschool and early childhood educators, when appropriate, to support successful student transitions into kindergarten. Collaborate with Grade 1 educators, when appropriate, to support continuity of learning and successful transitions from kindergarten.

Provide day-to-day guidance, support, and direction to assigned paraprofessionals to…