Preschool Specialist Teacher

Parkrose SD 3•Portland, OR

17h•Onsite

About The Position

To actively engage in the teaching of preschool-age students, leading them toward the fulfillment of their potential for intellectual, physical, emotional and psychological growth and maturation. The role requires adherence to the "competent educator standards" found in the Oregon Administrative Rules (OAR 584-020-0010).

Requirements

A valid Oregon teaching certificate with appropriate endorsement from the Teacher Standards and Practices Commission (TSPC) is required upon hiring.
Ability to prepare effectively for class.
Ability to develop and communicate appropriate grading/documentation standards to students.
Maintain positive interpersonal relationships.
Document student progress.
Knowledge of age-appropriate teaching methods, state curriculum framework, education code, appropriate instructional subjects.
Multicultural Competency.

Nice To Haves

If the posted position is within the CORE academic area, you must be designated as highly qualified by both TSPC and the State of Oregon to teach the CORE subject.
Preferred training and/or experience in the following District strategies: Bilingual, Positive Behavior Intervention Strategies, RTI, Sheltered Instruction/SIOP, Differentiated Instruction, Professional Learning Communities.
Experience with diverse students preferred.

Responsibilities

Understand and recognize children's backgrounds including developmental levels, languages and cultures of the home in executing classroom environments, experiences and discipline and employ teaching strategies that align with the unique needs of each child.
Maintain an inviting classroom environment with a rich array of culturally appropriate materials from the arts and sciences that are organized and accessible to young learners.
Create instructional lessons and activities aligned to state and district goals/standards for the purpose of improving students' success in academic, interpersonal and daily living skills through a defined course of study.
Use emergent curriculum to support the growth of Habits of Mind and early academic skills through the use of materials, activities, and language.
Use strategies that emphasize student agency and involvement and inquiry-based classroom.
Employ a variety of art and science materials within instruction.
Maintain classroom materials and students' files/records for the purpose of ensuring a safe and appropriate learning environment.
Support children as they become independent in self-care (toileting, hand washing, eating, caring for their belongings, etc.).
Develop classroom agreements and routines that align with the school focus of a Caring School Community.
Build strong relationships with students and families while maintaining boundaries.
Provide for the health and safety of students in all instructional settings.
Adhere to all Preschool for All and school district policies.
Direct educational assistants, volunteers and/or student aides for the purpose of providing an effective class program and addressing the needs of individual students.
Collaborate with Documentation and Communication.
Document students' progress (through photos, learning stories, etc.) and provide timely and accurate feedback and documentation to students, parents and appropriate staff members.
Assess students for the purpose of providing feedback to students, parents and administration regarding students’ progress, expectations, goals, etc. using Habits of Mind Developmental Rubrics and ongoing documentation.
Monitor student learning and pace instruction accordingly.
Communicate regularly with families around the happenings of the classroom, as well as around individual student needs.
Collaborate and communicate effectively with fellow staff members and address conflict when it arises.
Support Materials Thinking in Early Childhood.
Cultivate a collection of arts and science materials conducive to learning in early childhood.
Create invitations around inquiry questions that provide students with the opportunity to think in creative ways about topics that hold interest for them.
Thought partner with fellow teachers around how to encourage higher level thinking through developmentally appropriate approaches.
Support the transition from preschool to kindergarten by bringing material thinking strategies and Habits of Mind into PLCs and professional learning.
Support the transition from preschool to kindergarten by working with teachers to create classroom environments and strategies built around the incoming cohort needs.
Perform other duties which may be assigned.
Participate in District sponsored in-service offerings, PLC meetings, etc., appropriate to assignment.
Assist other teachers for the purpose of implementing curriculum.
Supervise students both in and out of the classroom.
Report incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, district and/or school policies.
Report incidents to administration and observe school policies.
Maintain regular attendance at work and activities.
Be punctual in meeting deadlines, attending meetings and following schedules.
Maintain confidential information relating to students, families and colleagues.