SUMMARY: As a full-time floating teacher for absent faculty members at all grade levels, the In-House Floating Lead Teacher plans and implements appropriate curriculum and activities designed to promote academic, social, and emotional growth for children with varying needs, successfully communicates with children, parents and colleagues, and demonstrates a professional demeanor as well as an ongoing interest in personal growth and professional development. Floating teachers must exhibit flexibility and the ability to integrate into the teaching modality and curriculum structures of the existing classrooms.

ESSENTIAL TEACHING DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

• Communicates with classroom teachers to ensure continuity of planning and programming of the curriculum and projects in which the class may be engaged. Works with team teacher(s) and adapts to the pedagogical style of the classroom. Along with teammates, plans and implements an appropriately challenging curriculum for individuals, small groups and an entire classroom of children.
• Promote learning in the areas of academic, social-emotional, and physical development and generate enthusiasm of children to actively participate in the learning process.
• Assess and provide for individual differences among students.
• Communicate openly with teammate(s) regarding shared classroom responsibilities, delivery of curriculum, and individual student and parent needs.
• Model strong team teaching and collaboration with colleagues.
• Verbally communicate with children in a positive manner. Communicate clearly and honestly in verbal, electronic and written form with administrators and colleagues about curriculum, children, and child development issues.
• Demonstrate professionalism through reliability, punctuality, cooperation, organization, participation in meetings and staff development opportunities, as well as personal appearance and self-care, and maintain personal integrity and a respectful attitude in professional relationships.
• Keep current in contemporary pedagogical thinking, strategies, and techniques through reading of professional journals and attendance at professional conferences, workshops and courses.
• Provide for the physical safety of children through anticipation and removal of hazards, visual observation of children, and by appropriately responding to injuries as well as unexpected circumstances.
• Follow guidelines of CEE's Emergency Response Plan and take responsibility for students' safety in an emergency situation or drill.

LOGISTICS: In order to track teaching assignments and facilitate efficient use of Floating Teacher's time, following are the procedures for scheduling:

• The Director of Teaching and Learning will directly communicate assignments, not classroom teachers.
• All assignments will be organized in a shared Google Calendar titled "CEE Substitute Schedule".
• If IHFT does not have an assignment for a particular day, the teacher is to follow their pre-assigned schedule located in the CEE schedule database.
• In-House Floating Teachers will be evaluated by the Director of Teaching and Learning.
• The In-House Floating Teacher position is a contractual position for the entire school year.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND EXPERIENCE: Minimum of a Bachelor's degree or higher in education or a related field. Valid elementary-level California teaching credential preferred, but not required.

BEHAVIORAL SKILLS: Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.

LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature, and material pertinent to child development and education. Ability to write reports, child evaluations from a developmental perspective, curricular plans, and letters. Ability to verbally present information and respond to children, parents, colleagues, and administrators in the areas of early childhood curriculum and child development, and to speak and write from a child-specific perspective. Ability to communicate effectively with parents, students, and colleagues.

TECHNICAL SKILLS: High comfort level and proficiency with technology as a teaching, learning, and communication tool. Ability to use simple tools and machines, such as copiers and laminators. Ability to use computers to write reports, compose letters and emails, create documents, and communicate with parents.

REASONING ABILITY: Ability to solve practical problems and apply common sense and good judgment in dealing with everyday and emergency situations. Ability to interpret a variety of instructions.

PHYSICAL DEMANDS: The physical demands described here are representative of those required to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions: regularly required to talk and hear; stand, walk, sit, stoop, kneel, crouch, crawl, and climb; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms. Specific vision abilities required include close vision, distance vision, peripheral vision, and the ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy.

Valid elementary-level California teaching credential preferred, but not required.

About The Center for Early Education

Founded in 1939, The Center for Early Education educates students from Toddler through Grade Six. Our urban West Hollywood campus houses 538 children in instructional building with rooftop playgrounds, unique 'green' planting and underground parking. The Center combines a challenging academic curriculum with a nurturing environment that harkens back to the founders' focus on the inner life of the child. Both the student body and faculty/staff are very diverse with 50% students of color. The Center offers an ample Financial Aid program with inclusion awards but also strives for socioeconomic diversity among its families. Generous donors and a mature advancement program keep tuition below the median of comparable schools in the Los Angeles area. The Center offers competitive salaries and excellent benefits to employees. A long-standing commitment to professional development allows all employees to further their professional and personal growth.

Connections working at The Center for Early Education