Purpose:  An ESD Pre-Kindergarten Teacher is a passionate educator with comprehensive knowledge of early childhood education and child development. He/she employs a variety of teaching tools and methodologies to best meet the individual needs of students.  As an effective member of the Lower School faculty, this individual is flexible and able to work independently as well as collaboratively with colleagues.  This teacher will be a lifelong learner who engages in professional development and collegial conversation leading to effective teaching and learning practices. 

Essential Functions:

• Promote the best interests of each child in the Lower School within the context of the Mission Statement and the Founding Tenets
• Use appropriate technology in support of the curriculum of the 21st Century global classroom
• Teach a self-contained classroom, delivering instruction aligned with ESD’s Statement of Educational Philosophy
• Plan a well-balanced program that builds early literacy, number sense, and inquiry-based research skills.  Ensure instruction includes play, creative activities, problem-solving, and critical thinking skills
• Lessons should reflect developmentally appropriate skills, a logical sequence of topics and reasonable student assessments
• With the Division Head and grade level team, research, select and order appropriate supplies and learning materials for units of study
• With the Division Head and grade level team, plan special programs and visitors
• Research and develop new curriculum topics
• Plan and execute classroom activities and routines that meet both individual and group needs

Communicate effectively with students, parents, and colleagues

• Conduct a Parent in-take conference in the fall
• Conduct parent conferences on scheduled family conference days and convene or attend additional meetings as needed in individual cases
• Make phone calls and/or send emails to parents, tutors and support personnel to ensure honest, open and regular lines of communication
• Write report cards with thorough, positive, and honest comments each trimester.  Reports should be specific to give the parents a clear understanding of the student’s skills, strengths and weaknesses and should include recommendations/suggestions for improvement.  Spelling, grammar, and content should be of professional quality.
• Work closely with colleagues on the school’s curricular initiatives
• Provide regular curricular updates via classroom newsletter and/or weekly email

Participate and engage in professional activities and gatherings at team, departmental, divisional, and school-wide levels

• Complete recommendations for educational testing and for admission to other schools
• Attend regularly scheduled grade-level meetings and cross-grade level meetings

Other duties and responsibilities:

• Attend a chapel service daily
• Keep a current substitute folder at all times
• Keep permanent student files current
• Recommend proper class placement for each child
• Prepare classroom and attend all meetings during scheduled in-service
• Complete all end of year responsibilities and submit checklist before leaving for summer vacation

Perform other duties and responsibilities as assigned

Abuse Risk Management Standards:

• Adheres to policies related to boundaries with students
• Attends required abuse risk management training
• Adheres to procedures related to managing high-risk activities and supervising students
• Reports suspicious and inappropriate behaviors
• Follows mandated abuse reporting requirements

Working Environment:

• Occasional lifting, carrying, pushing, and/or pulling.
• Generally, 40% sitting, 40% walking, and 20% standing.
• Minimal temperature variations
• Off-site travel to include rustic environments and occasional overnight trips.
• Generally, a hazard-free environment.

• A Bachelor’s Degree in Education, Master’s Degree preferred 
• Minimum 3 years teaching experience
• Ability to design a classroom environment that generates joyful learning
• Strong interpersonal and organizational skills
• Patience, creativity, optimism, resilience, and adaptability
• Experience executing a program that is play-based with developmentally appropriate content
• Knowledge of 21st Century learning principles 
• Ability to communicate clearly and effectively with various school constituents
• Technological proficiency expected and a demonstrated capacity to learn new technology as necessary (i.e. Google Apps, Schoology, iPads, and Chromebooks)
• Knowledge of independent school culture and practices

About The Episcopal School of Dallas

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