Position Purpose Under general supervision, supports classroom teacher in administering programs to provide educational development opportunities to early childhood education students. Facilitates learning by establishing a relationship with lead teacher and pupils through learning resources and the classroom environment. Develops and fosters the appropriate skills and social abilities to enable the optimum development of children, according to age, ability, and aptitude.
At the direction of the lead classroom teacher, teaches academic, social, and motor skills.
Prepares materials and classroom environment as directed by the lead teacher.
Assists with and participates in all classroom activities including but not limited to arrival, dismissal, snack and mealtimes, recess, and choice time.
Supports rules of conduct and creates a warm and welcoming learning environment.
Maintains order in the classroom and throughout common areas of the campus, including the playground.
May counsel pupils when behavioral and academic problems arise.
Discusses pupils’ academic and behavioral attitudes and achievements with the lead classroom teacher and participates in parent conferences.
Assists with classroom record keeping and home communication.
May assist with field trips.
Collaborates with the classroom teacher and all departments and offices as required or requested.
Assists with the integration of technology in student learning experiences.
Assists with the administration of appropriate assessments and records results.
Attends work and arrives/departs work at the appropriate times as determined by the immediate supervisor.
Assumes other job-related duties assigned by the immediate supervisor.
Excellent communication, both oral and written.
Ability to support the implementation of curriculum, assessments, and can utilize teaching methodologies.
Strong interpersonal and communication skills and the ability to work effectively with a wide range of constituencies in a diverse community.
Knowledge of content, curriculum, methods, materials, and equipment for early childhood education.
Ability to facilitate activities for children that encourage healthy growth.
Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
Demonstrated understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
Knowledge of applicable safety procedures.
Ability to provide a supportive and caring environment for children.
Ability to exercise control and maintain classroom discipline.
Knowledge of child development theory and practice.
Working knowledge of personal computer skills with experience in the use of such programs as Word, Excel, and e-mail.
Comfortable with a team-based work structure; ability to demonstrate flexibility on the job.
Demonstrates initiative, is conscientious, and provides complete follow-through on areas of responsibility.
At a minimum, a bachelor’s degree in education, early childhood education, or the equivalent.
At least two years of experience working with young children.
Interested candidates, please e-mail a cover letter, resume, statement of educational philosophy, and contact information for three references to firstname.lastname@example.org.
About Springside Chestnut Hill Academy
Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education.
Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth.
Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives.
SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond.
Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.