Pre-K Teacher

Job Title

Pre‑K Teacher

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

Exempt

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

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.

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

• 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.

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

• 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.

• May direct the work of paraprofessionals.

• 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…