Pre-K Lead Teacher (All Locations)

YMCA of Metro Atlanta•Madison, GA

About The Position

The Pre-K Lead Teacher leads a team and plans, administers, and evaluates Pre-K and Early Learning Services under the direction of the Center Manager. The role plans, implements, and delivers age-appropriate instruction for four-year-old children to prepare them for kindergarten. The teacher provides a nurturing, safe, inclusive, and engaging classroom environment, supports children’s development, and works with families and colleagues in a professional, child-centered manner. The position also requires compliance with applicable program guidelines, regulations, documentation requirements, and YMCA Early Learning curriculum and Signature Programs.

Requirements

Bachelor’s degree in early childhood education or a related field.
Some knowledge of project-based curriculum, such as Creative Curriculum.
Enthusiasm for working with Pre-K students.
Good verbal and written communication skills.
Credentials must be verified in the Georgia Professional Development System (PDS) before hire.
Provide transcript and proof of credentials.
Ability to kneel, bend, squat, lift, push, pull, and carry objects or children weighing up to 50 pounds.
Ability to pass pre-employment background screening, including criminal record check, drug screening, motor vehicle record check, and reference check, according to company policy.
Must be legally eligible to work in the United States without current or future sponsorship.

Nice To Haves

Valid Georgia teaching certification (T4 or T5) in Early Childhood Education.

Responsibilities

Provide quality instruction that enables Pre-K children to learn and demonstrate mastery of Georgia Early Learning and Development Standards (GELDS) and prepare for kindergarten and school success.
Lead a team and plan, administer, and evaluate Pre-K and Early Learning Services.
Maintain professional, cordial, family- and child-centered conduct, and communicate appropriately with children, parents, colleagues, and leadership.
Model appropriate verbal and written grammar.
Create and maintain a classroom environment that promotes active learning and is organized, interactive, appropriate, clean, safe, hands-on, and clutter-free.
Demonstrate knowledge of developmentally appropriate practices for four- and five-year-olds and support children in a gentle, nurturing manner.
Record attendance and punctuality accurately in the roll book each day.
Follow Bright from the Start operating guidelines and attend required Pre-K teacher training.
Deliver content-related instruction using the YMCA Early Learning curriculum and Signature Programs.
Administer and record scheduled developmental assessments and use assessment information to plan, teach, and individualize classroom activities.
Implement developmentally appropriate, individualized, inclusive practices across children’s cognitive, social, emotional, and physical development.
Meet federal, state, local, and program requirements and timelines, including performance standards, monitoring guidelines, licensing regulations, disability-service requirements, documentation, assessments, parent conferences, and home visits.
Actively engage in teaching indoors and outdoors, including communicating at children’s eye level, participating in play and movement, facilitating family-style dining, and having supportive, stimulating conversations.
Supervise children constantly during all activities and whenever they are under the teacher’s direct care.
Redirect inappropriate behavior positively and non-punitively; do not use prohibited physical discipline, isolation, or harmful language.
Respond promptly and nurturingly to children who are distressed or crying.
Create a language-rich environment with daily story reading, regular writing activities, and basic environmental print.
Plan, prepare, and implement integrated, thematic, age-appropriate activities based on children’s individual needs and interests.
Prepare lesson plans and materials in advance and plan balanced child-initiated and teacher-directed activities, including transitions.
Organize classroom space into recognizable, functional interest areas.
Conduct and record ongoing observations of each child’s development and milestones.
Refer suspected disabilities and abuse to the appropriate authority based on assessments, observations, developmental milestones, or typical behavior.
Complete required employment screening and provide evidence of credentials and transcripts.