Preschool Teacher jobs at Charter Schools USA - 2942 jobs

A progressive educational institution in California seeks an Interim Head of Upper School for the 2026-2027 school year. The ideal candidate will provide exceptional leadership, ensuring the well-being of students and faculty while maintaining high standards. Responsibilities include overseeing the Upper School program, engaging with families, and supporting a positive community culture. This role offers competitive compensation ranging from $165,000 to $215,000 annually. Eligible candidates are encouraged to apply by January 5, 2026. #J-18808-Ljbffr

A leading independent school in Danville, California, seeks an experienced Interim Head of Upper School for the 2026-2027 academic year. This position involves overseeing the Upper School program, faculty, student life, and key initiatives. Candidates should possess strong cultural competency and relational leadership skills, with a background in education and an ability to support complex situations. The role offers a competitive salary ranging from $165,000 to $215,000, alongside excellent benefits and professional development opportunities. #J-18808-Ljbffr

Job Goal: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The classroom teacher is responsible for the effective management of assigned class/classes or programs and for implementing an educational program responsive to student needs according to the school board and state policy, including the Louisiana Components of Effective Teaching. This position includes departmentalized, Special Education, Elementary and Secondary Teacher responsibilities. Qualifications (minimum education, licensure, skills, and/or experience): A valid Louisiana Teaching Certificate (Type C or Level 1). A bachelor's degree in field. Additional criteria the Board may establish. Essential Job Duties and Responsibilities: Planning Use well defined learner objectives that are consistent with state and parish curriculum requirements. Plan activities so that entire time is used effectively to develop objectives. Identify and plan for individual differences. Identify materials effectively for the learning process. State method(s) of evaluation to measure learner outcomes. Develop an Individual Education Plan when appropriate. Develop/record lesson plans that are aligned to standards and content areas. Classroom Management Provide a safe environment that is conducive to learning. Organize available space, materials and/or equipment to facilitate learning. Establish a positive classroom climate of courtesy and respect. Maximize the amount of time available for instruction Manage routines and transitions in a timely manner. Manage and/or adjust allotted time for activities planned. Take and record attendance Manage learner behavior to provide productive learning opportunities. Establish expectations for learner behavior. Use monitoring techniques to facilitate learning. Instruction Deliver instruction effectively. Use technique(s) which appropriately introduce and develop lesson objectives. Sequence lessons include initiation, development and closure with continuity. Use a variety of available teaching material(s) to achieve lesson objectives. Adjust lessons when appropriate. Present appropriate content. Present content at a developmentally appropriate level. Present accurate subject matter. Relate relevant examples, unexpected situations, or current events to the content. Answer and or direct questions correctly and/or direct students to additional sources. Provide opportunities for student involvement in the learning process. Accommodate individual differences. Demonstrate ability to communicate effectively with students. Stimulate and encourage higher order thinking at the appropriate developmental levels. Encourage student participation. Assess student progress. Use appropriate assessment technique(s) effectively. Monitor ongoing performance of students. Provide timely feedback to students regarding their progress. Include sufficient number of grades for previous nine weeks as required by parish policy. Plan subsequent instruction based on student performance (Reteaching). Grade papers and other assignments. Enter/Average grades in location and in time frame established by supervisor and/or board policy. Provide direction, supervision, and evaluation of assigned paraprofessionals. To the extent required, develop or participate in the development of compliant Individual Education Plans (IEPs). Coordinate and ensure the delivery of special education services in each student's IEP. Hold IEP meetings within the expected timeline. Schedule IEP meetings outside the student's scheduled classroom time. Ensure the accuracy of the plan developed by the IEP team before submission. Ensure progress notes are completed as often as the schedule for general education progress notes. Send copies to parents or guardians. Maintain complete and accurate service records. Maintain organized IEP records and record keeping system. Provide research-based instruction to address the instructional goals and objectives contained within each student's IEP. Provide and adhere to a daily schedule for instruction. Provide the schedule to immediate supervisor, building administrator, and applicable general education teachers. Collaborate regularly with instructional staff, other school personnel, parents and a variety of community resources (IEP team members) to improve the overall quality of student outcomes. Serve as primary contact for parents/guardians of assigned special education students. Collaborate on a regular basis with applicable general education classroom teachers regarding instruction and student progress. Share all student accommodations with applicable general classroom teachers. Perform other job-related duties as mandated by state or local school board policy. Teachers shall also be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports; Self-Evaluation Complete a self-evaluation and document the results on appropriate written forms. Professional Growth Plan Develop a Professional Growth Plan in collaboration with the evaluation. Supervision Supervise students when students are on campus. Supervise students prior to school and/or drop-off, when assigned. Supervise students in the classroom. Supervise students between classes, during recess/intermission, during lunch, assemblies. Supervise students after school and/or pick-up, when assigned. Instructional Components Fulfill duties traditionally expected of those in the teaching profession. Accept and discharge assignments. Practice and model punctuality. Collaborate with colleagues and departments. Adhere to federal, state, system, and school policies and regulations. Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher. Follow recommendations made by school administrators and district staff. Take part in the continuing in-service program of the schools. School Support Activities Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position. Attend meetings generally associated with the instruction of students. Attend faculty, staff, and department meetings. Attend PLC (teacher collaboration) meetings. Attend ILT meeting if applicable. Attend training sessions. Attend IEP/IAP meetings. Attend parent-teacher conferences. Attend back-to-school and open-house events. Attend graduation. Attend student discipline meetings/hearings, upon request. Attend school board/committee meetings, upon request. Attend/work up to three (3) co-curricular and other duties beyond the regular classroom activities, as determined by the building principal. Attend/work up to three (3) concessions/gates at athletic events within school year. Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach. Physical Demands: Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance While standing is common, teachers also spend time sitting at desks, during meetings, and when planning lessons or grading assignments. Essential skills involve lifting and carrying instructional materials Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs. Terms of Employment: Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).

Job Goal: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The classroom teacher is responsible for the effective management of assigned class/classes or programs and for implementing an educational program responsive to student needs according to the school board and state policy, including the Louisiana Components of Effective Teaching. This position includes departmentalized, Special Education, Elementary and Secondary Teacher responsibilities. Qualifications (minimum education, licensure, skills, and/or experience): A valid Louisiana Teaching Certificate (Type C or Level 1). A bachelor's degree in field. Additional criteria the Board may establish. Essential Job Duties and Responsibilities: Planning Use well defined learner objectives that are consistent with state and parish curriculum requirements. Plan activities so that entire time is used effectively to develop objectives. Identify and plan for individual differences. Identify materials effectively for the learning process. State method(s) of evaluation to measure learner outcomes. Develop an Individual Education Plan when appropriate. Develop/record lesson plans that are aligned to standards and content areas. Classroom Management Provide a safe environment that is conducive to learning. Organize available space, materials and/or equipment to facilitate learning. Establish a positive classroom climate of courtesy and respect. Maximize the amount of time available for instruction Manage routines and transitions in a timely manner. Manage and/or adjust allotted time for activities planned. Take and record attendance Manage learner behavior to provide productive learning opportunities. Establish expectations for learner behavior. Use monitoring techniques to facilitate learning. Instruction Deliver instruction effectively. Use technique(s) which appropriately introduce and develop lesson objectives. Sequence lessons include initiation, development and closure with continuity. Use a variety of available teaching material(s) to achieve lesson objectives. Adjust lessons when appropriate. Present appropriate content. Present content at a developmentally appropriate level. Present accurate subject matter. Relate relevant examples, unexpected situations, or current events to the content. Answer and or direct questions correctly and/or direct students to additional sources. Provide opportunities for student involvement in the learning process. Accommodate individual differences. Demonstrate ability to communicate effectively with students. Stimulate and encourage higher order thinking at the appropriate developmental levels. Encourage student participation. Assess student progress. Use appropriate assessment technique(s) effectively. Monitor ongoing performance of students. Provide timely feedback to students regarding their progress. Include sufficient number of grades for previous nine weeks as required by parish policy. Plan subsequent instruction based on student performance (Reteaching). Grade papers and other assignments. Enter/Average grades in location and in time frame established by supervisor and/or board policy. Provide direction, supervision, and evaluation of assigned paraprofessionals. To the extent required, develop or participate in the development of compliant Individual Education Plans (IEPs). Coordinate and ensure the delivery of special education services in each student's IEP. Hold IEP meetings within the expected timeline. Schedule IEP meetings outside the student's scheduled classroom time. Ensure the accuracy of the plan developed by the IEP team before submission. Ensure progress notes are completed as often as the schedule for general education progress notes. Send copies to parents or guardians. Maintain complete and accurate service records. Maintain organized IEP records and record keeping system. Provide research-based instruction to address the instructional goals and objectives contained within each student's IEP. Provide and adhere to a daily schedule for instruction. Provide the schedule to immediate supervisor, building administrator, and applicable general education teachers. Collaborate regularly with instructional staff, other school personnel, parents and a variety of community resources (IEP team members) to improve the overall quality of student outcomes. Serve as primary contact for parents/guardians of assigned special education students. Collaborate on a regular basis with applicable general education classroom teachers regarding instruction and student progress. Share all student accommodations with applicable general classroom teachers. * Perform other job-related duties as mandated by state or local school board policy. Teachers shall also be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports; Self-Evaluation * Complete a self-evaluation and document the results on appropriate written forms. Professional Growth Plan * Develop a Professional Growth Plan in collaboration with the evaluation. Supervision Supervise students when students are on campus. Supervise students prior to school and/or drop-off, when assigned. Supervise students in the classroom. Supervise students between classes, during recess/intermission, during lunch, assemblies. Supervise students after school and/or pick-up, when assigned. Instructional Components Fulfill duties traditionally expected of those in the teaching profession. Accept and discharge assignments. Practice and model punctuality. Collaborate with colleagues and departments. Adhere to federal, state, system, and school policies and regulations. Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher. Follow recommendations made by school administrators and district staff. Take part in the continuing in-service program of the schools. School Support Activities Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position. Attend meetings generally associated with the instruction of students. Attend faculty, staff, and department meetings. Attend PLC (teacher collaboration) meetings. Attend ILT meeting if applicable. Attend training sessions. Attend IEP/IAP meetings. Attend parent-teacher conferences. Attend back-to-school and open-house events. Attend graduation. Attend student discipline meetings/hearings, upon request. Attend school board/committee meetings, upon request. Attend/work up to three (3) co-curricular and other duties beyond the regular classroom activities, as determined by the building principal. Attend/work up to three (3) concessions/gates at athletic events within school year. Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach. Physical Demands: Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance While standing is common, teachers also spend time sitting at desks, during meetings, and when planning lessons or grading assignments. Essential skills involve lifting and carrying instructional materials Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs. Terms of Employment: Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).

Job Goal: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The classroom teacher is responsible for the effective management of assigned class/classes or programs and for implementing an educational program responsive to student needs according to the school board and state policy, including the Louisiana Components of Effective Teaching. This position includes departmentalized, Special Education, Elementary and Secondary Teacher responsibilities. Qualifications (minimum education, licensure, skills, and/or experience): A valid Louisiana Teaching Certificate (Type C or Level 1). A bachelor's degree in field. Additional criteria the Board may establish. Essential Job Duties and Responsibilities: Planning Use well defined learner objectives that are consistent with state and parish curriculum requirements. Plan activities so that entire time is used effectively to develop objectives. Identify and plan for individual differences. Identify materials effectively for the learning process. State method(s) of evaluation to measure learner outcomes. Develop an Individual Education Plan when appropriate. Develop/record lesson plans that are aligned to standards and content areas. Classroom Management Provide a safe environment that is conducive to learning. Organize available space, materials and/or equipment to facilitate learning. Establish a positive classroom climate of courtesy and respect. Maximize the amount of time available for instruction Manage routines and transitions in a timely manner. Manage and/or adjust allotted time for activities planned. Take and record attendance Manage learner behavior to provide productive learning opportunities. Establish expectations for learner behavior. Use monitoring techniques to facilitate learning. Instruction Deliver instruction effectively. Use technique(s) which appropriately introduce and develop lesson objectives. Sequence lessons include initiation, development and closure with continuity. Use a variety of available teaching material(s) to achieve lesson objectives. Adjust lessons when appropriate. Present appropriate content. Present content at a developmentally appropriate level. Present accurate subject matter. Relate relevant examples, unexpected situations, or current events to the content. Answer and or direct questions correctly and/or direct students to additional sources. Provide opportunities for student involvement in the learning process. Accommodate individual differences. Demonstrate ability to communicate effectively with students. Stimulate and encourage higher order thinking at the appropriate developmental levels. Encourage student participation. Assess student progress. Use appropriate assessment technique(s) effectively. Monitor ongoing performance of students. Provide timely feedback to students regarding their progress. Include sufficient number of grades for previous nine weeks as required by parish policy. Plan subsequent instruction based on student performance (Reteaching). Grade papers and other assignments. Enter/Average grades in location and in time frame established by supervisor and/or board policy. Provide direction, supervision, and evaluation of assigned paraprofessionals. To the extent required, develop or participate in the development of compliant Individual Education Plans (IEPs). Coordinate and ensure the delivery of special education services in each student's IEP. Hold IEP meetings within the expected timeline. Schedule IEP meetings outside the student's scheduled classroom time. Ensure the accuracy of the plan developed by the IEP team before submission. Ensure progress notes are completed as often as the schedule for general education progress notes. Send copies to parents or guardians. Maintain complete and accurate service records. Maintain organized IEP records and record keeping system. Provide research-based instruction to address the instructional goals and objectives contained within each student's IEP. Provide and adhere to a daily schedule for instruction. Provide the schedule to immediate supervisor, building administrator, and applicable general education teachers. Collaborate regularly with instructional staff, other school personnel, parents and a variety of community resources (IEP team members) to improve the overall quality of student outcomes. Serve as primary contact for parents/guardians of assigned special education students. Collaborate on a regular basis with applicable general education classroom teachers regarding instruction and student progress. Share all student accommodations with applicable general classroom teachers. Perform other job-related duties as mandated by state or local school board policy. Teachers shall also be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports; Self-Evaluation Complete a self-evaluation and document the results on appropriate written forms. Professional Growth Plan Develop a Professional Growth Plan in collaboration with the evaluation. Supervision Supervise students when students are on campus. Supervise students prior to school and/or drop-off, when assigned. Supervise students in the classroom. Supervise students between classes, during recess/intermission, during lunch, assemblies. Supervise students after school and/or pick-up, when assigned. Instructional Components Fulfill duties traditionally expected of those in the teaching profession. Accept and discharge assignments. Practice and model punctuality. Collaborate with colleagues and departments. Adhere to federal, state, system, and school policies and regulations. Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher. Follow recommendations made by school administrators and district staff. Take part in the continuing in-service program of the schools. School Support Activities Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position. Attend meetings generally associated with the instruction of students. Attend faculty, staff, and department meetings. Attend PLC (teacher collaboration) meetings. Attend ILT meeting if applicable. Attend training sessions. Attend IEP/IAP meetings. Attend parent-teacher conferences. Attend back-to-school and open-house events. Attend graduation. Attend student discipline meetings/hearings, upon request. Attend school board/committee meetings, upon request. Attend/work up to three (3) co-curricular and other duties beyond the regular classroom activities, as determined by the building principal. Attend/work up to three (3) concessions/gates at athletic events within school year. Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach. Physical Demands: Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance While standing is common, teachers also spend time sitting at desks, during meetings, and when planning lessons or grading assignments. Essential skills involve lifting and carrying instructional materials Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs. Terms of Employment: Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).

Responsible for managing the day-to-day operations of the assigned SJB Child Development Center classroom to ensure compliance with SJB Curriculum, Policies & Procedures and State and Federal Mandates. Provides guidance and support to classroom staff, children, and families. DUTIES AND RESPONSIBILITIES Engage, interact, and supervise children in positive ways to support their learning process. Plans and implements developmentally appropriate lesson plans through study topics using assigned curriculum. Complete, supervise and monitor continual evaluation of each child's progress using assessments to develop goals and objectives for the child. Analyzes and interprets assessment results and uses the data to plan classroom activities and individual children plans. Work collaboratively with Site Director and peers to ensure classroom and center are following best practices. SUPERVISION/ADMINISTRATION Work as a member of the SJB team by promoting and following the mission, vision, values, and philosophy of the agency. Ensure and manage classroom staff implementation of SJB policies and procedures, Tittle 22 regulations, Title 5 regulations, and state and federal mandates. Facilitate weekly and monthly classroom meetings and document agendas, sign-in sheets and minutes. Complete all proper documentation by SJB timeline expectations, to include but not limited to: Desired Results Development Profiles (DRDP's), Environmental Rating Scale (ERS), Lesson Plans, Child and Adult Care Food Program (CACFP), etc. Provide training, mentoring and support to center staff on an ongoing basis. HEALTH AND SAFETY Maintain and model a clean, well-organized, and safe indoor and outdoor classroom environment. Ensure the health and welfare of children and staff is maintained at all times. Ensure Classroom compliance with policies and procedures as they relate to health and safety to include but not limited to mealtime, medication administration, allergies, daily health inspections, ratios, etc. Ensure implementation of monthly fire drills, earthquake drills, lock down drills, and annual disaster drills. Report safety hazards and injuries immediately to Site Director and ensure proper paperwork is competed in a timely manner. SKILLS AND ABILITIES General knowledge of childcare including federal, state and local laws and regulations governing childcare and safety; knowledge of sound techniques in all aspects of child care and development. Must possess exceptional communication skills to present facts and recommendations effectively in oral and written form, including accurate grammar and business correspondence knowledge. Strong interpersonal skills to establish and maintain effective business relationships; demonstrated ability to communicate in situations requiring tact and poise; skilled in confidentiality and discretion. Thorough knowledge of office administration including efficient filing systems, office machines and equipment, and computer software such as Word, Excel, Publisher, Outlook (email & calendar) Ability to adjust tasks and focus with composure, and in accordance with changing deadlines and priorities. EDUCATION AND EXPERIENCE Must be at least 18 years of age. Bachelor's Degree (BA) preferred in Child Development or Early Child Development. Master Teacher Permit required. Three semester units in the care and development of infants is required for those who work with infants and toddlers. Knowledge of Title XXII, Title V, Head Start, Creative Curriculum, Desired Results System, Teaching Pyramid, Program for Infant Toddler Care (if applicable), Best Practice, Leadership/Management. Required to participate in approved training program without proof of current experience. PHYSICAL DEMANDS AND WORK ENVIRONMENT Physical demands and work environment characteristics described here are representative of those that must be met (or may be encountered) by an employee to successfully perform the essential functions of this job. Physical Demands: Requires an employee to do the following on a regular basis: stand, walk, sit, use hands to finger, handle, feel, reach with hands and arms, stoup, kneel, crouch, crawl, talk, hear, smell, lift 35 pounds or more, move safely and quickly across surfaces on a regular basis. Requires an employee to occasionally climb or balance. Requires an employee, on a regular basis to use the following visually: close vision, distance vision, peripheral vision, depth perception, and ability to judge distances. Requires an employee to use their hearing on a regular basis to: respond quickly to sounds, recognize alarms, and receive detailed information through oral communication. Requires an employee to have the ability wear personal protective gear correctly most of the day (as needed). Work Environment: Requires an employee to work outdoors in cold, wet and heat conditions on a regular basis. Requires an employee to work in a noisy environment on a regular basis. E-Verify Participate

Minimum qualifications: 5 years' experience in ECE programs, 15 ECE units Needed/Requirement Applicants must remain in college until they have a total of 24 ECE units & 16 GE units 6 (Included in 15) Units in Toddler Development CTC Teacher Permit or Eligible to apply for Permit Teachers are required to work collegially as a team member with other center staff and respond positively to all management supervision and feedback. Solid working knowledge of Community Care Licensing requirements. California Department of Education requirements and of Industry Best Practices. Obtain and maintain certification of Pediatric First Aid and Pediatric CPR as required by California State Licensing. Desired qualifications: Proficient in written and spoken Spanish language skills desired but not required. Job Description In cooperation with teaching team, plan and implement a variety of diverse, age-appropriate activities consistent with the philosophies of NBCC and Industry Best Practices. All activities and environmental set-up must meet the childrens individual developmental needs in their entirety (including social-emotional, cognitive, fine motor, gross motor, and physical development including health and nutrition objectives as defined by NBCCs Culture of Health). In accordance with the Fair Labor Standards Act, this position is Full Time non-exempt compensation. Teachers must demonstrate the ability to work as a collegial team member with respect, trust, and professionalism with co-workers. The position is aligned with NBCCs goals, philosophy, and agencys objectives. Position Requirements Adheres to all NBCC policies and procedures as mandated by Executive and/or Program Director. Maintain a safe, orderly, and inviting arrangement in all classrooms (including outside play areas) which compiles with NBCCs best practices for classroom environments. Including the daily set-up of all classrooms and outdoor environment. In cooperation with the teaching team, maintain general housekeeping tasks (to provide and orderly, professional environment and atmosphere). Engage in regular self-assessment/goal setting and participate in timely evaluation of job performance with the Head Teacher and/or Site Supervisor. In cooperation with the Head Teacher, staff and/or Site Supervisor, obtain appropriate substitutes when ill, for vacation, and any other time off site for any reason. Attend all scheduled NBCC Staff Development Days. Attend and participate in regular staff meetings, planning meeting with Head Teacher and/or Site Supervisor. Participate in workshops, conferences, and other training sessions, which are deemed beneficial to professional goals and position. Conduct ongoing Desired Results Developmental Assessments (DRDP) on children in cooperation with the teaching team. In cooperation with the Head Teacher and/or Site Supervisor conduct and participate in semi- annual parent/teacher conferences. Demonstrate professional demeanor at all times. In collaboration with the Head Teacher, and/or Site Supervisor and teaching team, implement specific child behavior plans, intervention, and resource referrals. Recognize and consider each child in relationship to cultural and / ethnic background, as well as respond to each unique individual child with dignity and respect. Foster positive self-esteem through respectful interactions with children and staff. Child Interaction Give warmth and positive attention to each and every child in the classroom. Recognize and consider each child in relationship to cultural and /ethnic background, as well as respond to each unique individual child with dignity and respect. Foster positive self-esteem through respectful interactions with children and staff. Practice positive re-enforcement and re-direction methods. Adheres to all CCL Personal Rights requirements. Children in childcare programs must not be subjected to corporal or unusual punishment, including yelling, spanking, humiliation, mental abuse, or punitive interference with daily living functions such as speaking, sleeping or toileting. Program & Environmental Requirements In cooperation with all the teaching staff, maintain required supervision of children at all times (inside and outside) in accordance with California State Licensing regulations ratio standards. Assist teaching staff in maintaining a safe, orderly arrangement and inviting appearance in all classrooms (including outside play areas). In cooperation with staff, conduct the daily set-up of classrooms and outside play areas in an inviting fashion as to promote positive exploration and developmental progress. In cooperation with the teaching team, maintain classroom documents: daily meal counts, classroom rosters, and such reports. Report to the Head Teacher or Site Supervisor, in writing, all injuries incurred by children or staff. Develop meaningful relationships with parents through facilitation of open, responsive communication on a continual basis. Promptly direct any relevant feedback (positive or negative issues) to the Head Teacher and/or Site Supervisor. Noise level in the work environment is frequently loud. Will work outdoors and indoors. Will use computers, tablets, cell phone (if provided), and other office equipment. Will work alone and with other peers and supervisors. Human Resources: Employee Rights (see Employee Handbook). Health screening as required in section 101216(g) Tuberculosis test & document as specified in section 101216(g). Criminal Record Clerance and/or criminal records exemption (DOJ, CACI & FBI). Valid Drivers License (if transporting children). Child Abuse Managed Reporter Training (online). Employee Rights (Lic 9052). Proof of Immunizations for MMR, Tdap & Flu. Current CPR & First Aid Physical Requirements Health clearance by a physician. Ability to fulfill physical requirements of the job including lifting up to 50 pounds, range of movement including squatting, bending, reaching, standing, and sitting. Proof of current Immunizations (Measles, Pertussis, Influenza). T.B. clearance within the past year. Compensation details: 27.25-31 Hourly Wage PIc08616c31d09-31181-39459987

About Us: GEO Prep Mid-City is a part of a network of high-quality public charter schools that deliver the innovative GEO Academies model developed by the GEO Foundation. It joins GEO Prep Academy, GEO Next Generation High School, and GEO Prep Baker in delivering a high-quality learning experience to parents and students in Louisiana. GEO Prep Mid-City is a tuition-free, public charter school that serves students in grades K-8. Our dedicated faculty are committed to providing an outstanding education for students each day as they transition from elementary school to middle school to high school and COLLEGE. Through our partnership with local colleges and universities, our students will be able to take dual credit courses on the college campus to earn college and career credits at no cost to the student. Our curriculum and our teaching methods are designed using Core Knowledge, Teach Like a Champion and blended learning model. We are a TAP school! REPORTS TO/TERM: Principal 10-month school calendar with 10 additional days during the summer break ESSENTIAL POSITION FUNCTIONS: A Master Teacher is required to perform the following duties: * Willing to teach up to 3 class periods of a core subject * Use communication as a tool to build a commitment for and establish a pressing sense of urgency to achieve organizational goals * Provide leadership in facilitating group processes, including consensus building and conflict resolution * Maintain high expectations for all students and staff members * Model school culture by being a regular presence in classrooms * Lead the implementation of the GEO Prep Academy instructional model; provide ongoing training and development in the implementation of a rotational blended learning model * Develop an exemplary instructional and academic improvement plan * Continuously analyze results of assignments, standardized assessments, and other data points in order to develop targeted interventions to ensure the academic success of all students * Lead weekly data team meetings with teachers and instructional support staff * Read lesson plans and give feedback weekly * Locate research-based strategies that will support student achievement in the identified areas of need as revealed from a thorough analysis of student and teacher performance data; provide adequate modeling and follow-up to ensure proper implementation of strategies * Lead the implementation of the teacher support and development system; including weekly professional learning and data team meetings * Clearly articulate benchmark and end-of-year student performance goals for each course; assist teachers in developing individual performance goals and action steps; check progress towards goals at regular intervals; provide training, resources, and support for meeting goals. * Conduct classroom evaluations and conferences for both extended classroom visits and weekly walkthroughs * Communicate teacher performance to the principal, highlighting teachers in need of coaching due to insufficient performance; assist the principal in the development of individual growth plans for teachers that have received poor performance ratings and/or student growth results * Communicate and collaborate with teachers and school administrators * Attend all required staff meetings * Participate in staff development opportunities * Willing to perform other duties when asked by supervisor. Requirements REQUIRED QUALIFICATIONS: * A master's degree or higher in relevant academic discipline * Valid Louisiana Teaching License in Elementary or Secondary Education * At least 5 years of successful teaching as measured by performance evaluations * For teachers in TAP schools, exemplary evaluation scores on TAP Rubrics * Excellent communication skills and understanding of how to facilitate growth * Student data that illustrates the teacher's ability to increase student achievement through utilizing specific instructional interventions * Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement * Demonstrated volunteer or community service * At least two (or more) of the following: * TAP Experience * Core Knowledge Experience * Experience with Blended Learning * At least two years of successful teaching in an urban environment

Minimum qualifications: 5 Years of experience in ECE Programs, 24 ECE units plus 16 General Education units and 6 in specialization area/2 Units in Adult Supervision. Associate degree or higher. AA Degree or Higher: 60 Units & Applicant must be eligible for Site Supervisor Permit SS Permit Desired CTC Master Teacher Permit. Solid working knowledge of Community Care Licensing requirements, California Department of Education requirements and of Industry Best Practices. Obtain and able to maintain the certification of Pediatric First Aid and Pediatric CPR as required by California State Licensing. Desired qualifications: Proficient in written and spoken Spanish language skills desired, but not required. Job Description Under general direction provided by Site Supervisor and Area Director, plan, organize, and direct daily operations of students and classroom. In accordance with the Fair Labor Standards Act, this position is Full-Time non-exempt compensation. Head Teachers must demonstrate the ability to work as a collegial team member with respect, trust, and professionalism with co-workers. The position requires a sensitive and mature individual who is able to relate well with children, parents participating in the program and all NBCC staff. The position is aligned with NBCCs goals, philosophy, and agencys objectives. Position Requirements Adheres to all NBCC policies and procedures as mandated by Executive, Program, and/or Educational Resource Director. In cooperation with the teaching team, maintain general housekeeping tasks (to provide and orderly, professional environment and atmosphere). Engage in regular self-assessment/goal setting and participate in timely evaluation of job performance with the Site Supervisor and/or Area Director. In collaboration with the Site Supervisor, conduct staff evaluations for direct reports. In cooperation with the Site Supervisor and staff, obtain appropriate substitutes when ill, for vacation, and any other time off site for any reason. Verify payroll, sickness and vacation time for direct reports. Attend all scheduled NBCC Staff Development Days, staff, and planning meetings with Site Supervisor and/or Area Director, and any other NBCC events deemed appropriate or mandated. Attends all parent education and celebratory events. Demonstrate professional demeanor at all times. Support the teaching team in implementing specific child behavior plans, intervention, and resource referrals accordingly. Give warmth and positive attention to each and every child in the classroom. Recognize and consider each child in relationship to cultural and / ethnic background, as well as respond to each unique individual child with dignity and respect. Foster positive self-esteem through respectful interactions with children and staff. Program & Environmental Requirements Plan and implement a variety of diverse, age-appropriate activities consistent with the philosophies of NBCC and Industry Best Practices. All activities and environmental set-up must meet the childrens individual developmental needs in their entirety (including social-emotional, cognitive, fine motor, gross motor, and physical development. Implement curriculum and activities that support the objectives of NBCCs Culture of Health. Maintain a safe, orderly, and inviting arrangement in all classrooms (including outside play areas) which complies with NBCCs best practices for classroom environments. Maintain required supervision of children at all times (inside and outside) in accordance with California State Licensing regulations ratio standards. Conduct ongoing Desired Results Developmental Profile (DRDP) assessments on children in cooperation with the teaching team. Utilize the Environmental Rating Scales (ECERS) and DRDPs to plan and implement curriculum. Maintain and update classroom documents: posted classroom lesson plans, daily schedules, daily meal counts, monthly menus, classroom rosters, monthly child sign in/out sheets and ouch reports. Report all staff and child illness and absences daily to Site Supervisor in accordance to CDE and CDC requirements. Report to the Site Supervisor, in writing, all injuries incurred by children or staff. In cooperation with the Program Director, Educational Resource Director, or Site Supervisor, coordinate all program activities Parent Orientations, Parent Conferences, and Parent Advisory Committees. Develop meaningful relationships with parents through facilitation of open, responsive communication on a continual basis. Promptly direct any relevant feedback (positive or negative issues) to the Site Supervisor in a verbal or written form. Under the direction of the Site Supervisor, implement child behavior intervention. In cooperation with the Site Supervisor, conduct ongoing written assessments of children and participate in semi-annual parent/teacher conferences as required by CDE. Produce a weekly/monthly newsletter informing parents of classroom activities, fieldtrips, or center related business. Will work outdoors and indoors Will use computers, tablets, cell phone (if provided), and other office equipment Will work alone and with other peers and supervisors Human Resources: Employee Rights (see Employee Handbook). Health screening as required in section 101216(g) Tuberculosis test & document as specified in section 101216(g). Criminal Record Clearance and/or criminal records exemption (DOJ, CACI & FBI). Valid Drivers License (if transporting children). Child Abuse Managed Reporter Training (online). Employee Rights (Lic 9052). Proof of Immunizations for MMR, Tdap & Flu. Current CPR & First Aid Human Resources: Head Teachers, Directors & Site Supervisors: Child Care Center Orientation Records Keeping. Preventative Health Practices. Annual Employee Performance Evaluations. ADP Processing and Approving timecards & Time Off. Employee Desk File Management and Documentation. Physical Requirements Health clearance by a physician. Ability to fulfill physical requirements of the job including lifting up to 50 pounds, range of movement including squatting, bending, reaching, standing, and sitting. Proof of current Immunizations (Measles, Pertussis, Influenza). T.B. clearance within the past year. Compensation details: 33-36 Yearly Salary PId41c370f418b-31181-38623671

Job DescriptionBenefits: 401(k) Employee discounts Opportunity for advancement Paid time off Training & development The Lead Teacher in the Pre-K 4-year-old classroom is responsible for creating and implementing a developmentally appropriate curriculum that promotes the social, emotional, physical, and cognitive growth of children in preparation for kindergarten. This role includes managing the daily operations of the classroom, supervising assistant teachers, maintaining a safe and engaging learning environment, and fostering positive relationships with children, families, and staff. Key Responsibilities Curriculum & Instruction Plan, prepare, and implement daily lesson plans aligned with state early learning standards and the centers curriculum. Introduce early literacy, math, science, art, and social studies concepts through age-appropriate, hands-on activities. Incorporate play-based and project-based learning experiences to encourage exploration, creativity, and problem-solving skills. Use observation and assessment tools to track childrens developmental progress and adjust instruction accordingly. Classroom Management Maintain a safe, clean, and organized classroom environment that meets state licensing and accreditation standards. Establish and enforce consistent routines and expectations to promote a positive learning atmosphere. Supervise assistant teachers and floaters assigned to the classroom, providing guidance, direction, and support. Manage transitions effectively to minimize disruptions and maintain engagement. Child Development & Safety Ensure the health, safety, and well-being of all children in the classroom at all times. Follow proper procedures for toileting, handwashing, and other hygiene practices. Monitor children for signs of developmental delays, behavioral concerns, or health issues and report findings to parents and administration. Family Engagement Communicate regularly with families about classroom activities, child progress, and any concerns. Conduct scheduled parent-teacher conferences and provide developmental progress reports. Foster positive relationships with families to encourage home-to-school partnerships. Administrative Duties Maintain accurate attendance records, incident reports, and developmental portfolios for each child. Ensure compliance with all state licensing regulations, center policies, and safety procedures. Participate in staff meetings, trainings, and professional development opportunities. Qualifications Minimum of an Associates Degree in Early Childhood Education (or related field) or At least 12 years of classroom teaching experience with preschool-aged children (4-year-olds preferred). State-required teaching credentials or certifications for Pre-K programs (preferred but not required). Strong knowledge of early childhood development principles and best practices. Ability to plan and implement engaging, developmentally appropriate activities. Excellent communication, organization, and leadership skills. CPR and First Aid certification (or willingness to obtain). Physical Requirements Ability to lift up to 40 pounds. Frequent bending, stooping, kneeling, and sitting on the floor. Ability to move quickly in response to childrens needs and emergencies. Work Environment Indoor classroom setting with outdoor playtime as weather permits. Fast-paced, active environment with direct interaction with young children.

Replies within 24 hours Benefits: 401(k) Employee discounts Opportunity for advancement Paid time off Training & development The Lead Teacher in the Pre-K 4-year-old classroom is responsible for creating and implementing a developmentally appropriate curriculum that promotes the social, emotional, physical, and cognitive growth of children in preparation for kindergarten. This role includes managing the daily operations of the classroom, supervising assistant teachers, maintaining a safe and engaging learning environment, and fostering positive relationships with children, families, and staff. Key Responsibilities Curriculum & Instruction Plan, prepare, and implement daily lesson plans aligned with state early learning standards and the center's curriculum. Introduce early literacy, math, science, art, and social studies concepts through age-appropriate, hands-on activities. Incorporate play-based and project-based learning experiences to encourage exploration, creativity, and problem-solving skills. Use observation and assessment tools to track children's developmental progress and adjust instruction accordingly. Classroom Management Maintain a safe, clean, and organized classroom environment that meets state licensing and accreditation standards. Establish and enforce consistent routines and expectations to promote a positive learning atmosphere. Supervise assistant teachers and floaters assigned to the classroom, providing guidance, direction, and support. Manage transitions effectively to minimize disruptions and maintain engagement. Child Development & Safety Ensure the health, safety, and well-being of all children in the classroom at all times. Follow proper procedures for toileting, handwashing, and other hygiene practices. Monitor children for signs of developmental delays, behavioral concerns, or health issues and report findings to parents and administration. Family Engagement Communicate regularly with families about classroom activities, child progress, and any concerns. Conduct scheduled parent-teacher conferences and provide developmental progress reports. Foster positive relationships with families to encourage home-to-school partnerships. Administrative Duties Maintain accurate attendance records, incident reports, and developmental portfolios for each child. Ensure compliance with all state licensing regulations, center policies, and safety procedures. Participate in staff meetings, trainings, and professional development opportunities. Qualifications Minimum of an Associate's Degree in Early Childhood Education (or related field) or At least 1-2 years of classroom teaching experience with preschool-aged children (4-year-olds preferred). State-required teaching credentials or certifications for Pre-K programs (preferred but not required). Strong knowledge of early childhood development principles and best practices. Ability to plan and implement engaging, developmentally appropriate activities. Excellent communication, organization, and leadership skills. CPR and First Aid certification (or willingness to obtain). Physical Requirements Ability to lift up to 40 pounds. Frequent bending, stooping, kneeling, and sitting on the floor. Ability to move quickly in response to children's needs and emergencies. Work Environment Indoor classroom setting with outdoor playtime as weather permits. Fast-paced, active environment with direct interaction with young children. Compensation: $15.00 - $17.00 per hour About Bright KidsBright Kids Learning Academy was founded with the intent of providing a quality early childhood education that will prepare young scholars for future success. Bright Kids Learning Academy will accomplish this goal by providing an age specific, project-based learning curriculum. In addition, Bright Kids focuses on training and equipping quality educators as well as engaging parents in the learning process. We are proud to serve our families with children ages 6 weeks to 4 years of age. We also offer after-school care for children in Kindergarten to fifth grade or children 5 to 12 years of age who attend schools within the area. We believe in the importance of regularly assessing each child's growth and development so that we can tailor our lessons and activities and meet each child's individual needs. Our incredible teachers support a variety of learning styles in which they plan and set goals to guide children's experiences. This is accomplished by tapping into their social, emotional, cognitive, physical and creative domains. The children are immersed into a climate for learning in the academic domains of creative arts, literacy, math and science. We look forward to the opportunity to help your child grow and flourish. MISSIONThe Bright Kids Learning Academy mission is to lead from the front with innovation in early childhood education to prepare children for success at school and beyond. We foster children's creativity in all areas of learning and growth with research-based strategies for childcare, development and early childhood education including literacy and numeracy. VISIONBright Kids Learning Academy seeks to grow creative and brilliant minds that prepare children for future success.

General Definition of Work The master teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion working in the classroom with the teacher of record to implement effective teaching strategies that align to required content standards. Employee facilitates and supports curriculum instruction in the assigned content area(s) for grades K-12 to include technology integration. Based on student need, the employee may be assigned to serve as the teacher of record at the principal's discretion. Employee performs complex work to carry out Board of Education policies and procedures as an expert curriculum practitioner under the direction of the building level principal. Qualifications To perform this job successfully, an individual must be able to perform each essential function satisfactorily. 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. Salary/Status State Salary Schedule/Full-time, 10 months Reports To Principal Place of Work The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time. Essential Functions * Adhere to all state, federal, and local laws, policies, and procedures * Work collaboratively with school administration and the classroom teacher of record to provide targeted instructional strategies within the classroom to include technology integration utilizing the MTSS framework components * Demonstrate instructional expertise and coaching skills * Support professional learning communities (PLC's) in developing their classroom practices to meet student needs and curricular demands * Develop, facilitate, and evaluate the success of building level professional development activities aligned to prioritized school goals * Improve classroom teaching by setting clear expectations and observing, coaching, and modeling effective teaching strategies * Conduct follow-up teacher conferences that provide specific and actionable feedback * Oversee planning, facilitation, and follow-up of school-based professional development * Assist teachers in application of new professional learning * Understand and analyze data from multiple sources * Use data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement in accordance with school improvement plans * Support an instructional program conducive to accelerated student achievement * Actively investigate, review, and evaluate instructional research and support teachers in identifying promising subject-specific strategies to support increased student outcomes * Regularly assess student learning and ensure specific, timely feedback to students regarding performance * Support colleagues to align standards, curricula, instructional strategies, and assessment tools * Team-teach with colleagues, demonstrate model lessons, and support teachers in using effective instructional strategies to meet students' learning needs * Facilitate professional development and attend other related meetings as needed/required * Participate in professional development workshops and leadership training * Create an inclusive environment with positive communication * Perform related work as assigned or required Knowledge, Skills, Abilities * Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area * Comprehensive knowledge of staff development practices, procedures, and techniques * Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students * Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning * Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications * Ability to learn and use specialized tools, equipment or software related to business needs * Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations * Ability to communicate effectively * Ability to reason, make judgments, and maintain effective working relationships * Ability to employ positive communication skills in all settings/mediums * Ability to problem-solve utilizing sound judgment * Ability to maintain confidentiality regarding school system business * Ability to take initiative, work independently, and exercise sound judgement * Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy * Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs * Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment Education and Experience * Bachelor's degree required * Valid NC Teaching license in content specific area required * Master's degree in Education preferred * Minimum of five (5) years' experience as successful content area teacher required * Equivalent combination of experience and education Special Requirements * Possess and maintain a valid Driver's License or ability to provide own transportation * Travel to school district buildings and professional meetings

High School Teaching TITLE Master Teacher QUALIFICATIONS Valid Louisiana Teaching certificate Master's Degree Preferred Minimum of 5 documented years of successful teaching Physical and mental stamina and ability to perform job functions, tasks and duties. REPORTS TO School Principal/Academy Director SUPERVISES Non-Applicable TERMS OF EMPLOYMENT 10 Month PAY FACTOR: 1.111 JOB GOAL To assist and support the school principal in providing vision, culture, and instructional leadership that efficiently and effectively results in increased student achievement. PERFORMANCE RESPONSIBILITIES/JOB DUTIES: 1. SCHOOL MISSION, VISION, & STRATEGIC GOAL SETTING 1.1. Goal-Setting and Monitoring 1.1.1. Establishes rigorous and obtainable data-driven goals and comprehensive action plans to ensure achievement. 1.1.2. Disaggregates current and relevant data in depth in order to create, support, and monitor school goals. 1.1.3. Strategically uses current and relevant student data to impact significant student achievement. 1.1.4. Plans, implements, supports, monitors and/or evaluates/refines action steps, including acceleration and interventions. 1.1.5. Systematically enlists teachers to analyze student data and student work to monitor attainment of goals, and to guide and inform instruction. 1.2. Communication of Mission, Vision, and Goals 1.2.1. Establishes and communicates a school mission and vision that drives instruction and school activities. 1.2.2. Communicates the mission, vision, and goals of the school with staff members, students, families, and other stakeholders. 1.2.3. Invests teachers, students, and stakeholders in contributing to the school vision in order to reach established goals. 1.3. Expectations 1.3.1. Advocates for the best interests and needs of all students to ensure student achievement. 1.3.2. Establishes high standards for students, teachers, and staff members. 1.3.3. Models expectations and creates opportunities for students, teachers, and staff to establish high and demanding expectations. 2. INSTRUCTIONAL LEADERSHIP 2.1. Curriculum and Assessment 2.1.1. Develops all teachers' abilities to effectively utilize established schoolwide instructional plans where high-quality instructional materials are consistent with schoolwide goals. 2.1.2. Develops teachers to set clear, measurable objectives aligned to the depth and rigor of the state standards. 2.1.3. Develops teachers to utilize systems where teachers analyze formative and summative data to monitor and systematically adjust teaching and learning as needed to meet student achievement goals and increase their proficiency. 2.1.4. Plans and monitors professional learning to ensure that teachers grow in the areas of curriculum, assessment, and instructional practices. 2.1.5. Utilizes existing structures (e.g. TC, ILT) to strategically engage in conversations about assessments and student progress. 2.2. Teacher Effectiveness 2.2.1. Develops and organizes a leadership team's (e.g. ILT) ability to utilize a schoolwide evaluation system and coaching plans to increase teacher effectiveness. 2.2.2. Develops and supports a leadership team's ability to evaluate teaching and learning through current and relevant student data. 2.2.3. Develops and supports a leadership team's ability to provide evidence from the observed lesson that connects to an overall area of strength, an area of growth, and a specific recommendation for the next steps. 2.2.4. Develops and supports a leadership team's ability to use teacher and student data gathered through observations to determine what development activities or instructional strategies will best meet the needs of each teacher to improve overall teacher effectiveness. 2.2.5. Develops, organizes, and supports a system that ensures teachers receive a differentiated targeted coaching plan based on classroom evaluations. 2.2.6. Strategically develops, organizes, and supports opportunities for teachers to implement learning in different ways and ensures teacher ownership of new learning. 2.2.7. Organizes and supports opportunities where teachers work and plan together to impact student achievement. 2.3. Meeting Student Needs 2.3.1. Develops teachers' abilities to utilize data to identify students in need of intervention, acceleration, extension, or other additional supports. 2.3.2. Creates and implements a systematic monitoring process where all educators monitor, evaluate, and review student progress to ensure the academic needs of all students are being met. 2.3.3. Develops teachers to adjust instruction by utilizing instructional supports within high-quality instructional materials, when available, to ensure that all students master the content. 2.3.4. Creates and implements systems that develop teachers in implementing instructional practices that meet the needs of all learners. 2.3.5. Develops teachers' abilities to implement systems so all students access rigorous, on-grade-level instruction. 2.4. Instructional Focus 2.4.1. Creates and implements a schoolwide schedule and routines that maximize instructional time; monitors effectiveness and makes adjustments when necessary with input from other instructional leaders or key personnel. 2.4.2. Plans and prioritizes his/her schedule in order to engage in instructional leadership activities focused on teaching and learning. 2.4.3. Ensures teachers have access to and effectively use high-quality instructional materials to instruct all students; regularly monitors teachers' use of these materials and evaluates the impact on student achievement. 2.4.4. Plans and prioritizes instructional practices based on system and school goals when making decisions. 2.4.5. Develops schoolwide systems that ensure that there are specific roles for other instructional leaders on campus in supporting and building teacher capacity in order to meet both teacher and student goals. 2.4.6. Develops instructional leaders who lead instructional staff meetings and/or ongoing applied professional learning with adult learning principles. 3. CAPACITY BUILDING 3.1. Reflective Practices 3.1.1. Openly/transparently reflects on his/her own leadership practice resulting in strategic action plans that lead to a significant increase in student achievement and teacher proficiency. 3.1.2. Self-reflects to determine areas of growth and sets rigorous goals routinely to strengthen his/her own leadership practice. 3.1.3. Implements and adjusts schoolwide action plans based on feedback and data collected in order to enhance student achievement and educator effectiveness. 3.1.4. Collaborates with colleagues at the school and system levels to implement local and schoolwide initiatives that consistently result in gains in student achievement and educator effectiveness. 3.2. Leadership Development 3.2.1. Develops school leaders to utilize teacher and student observational data to increase teacher effectiveness and ensure student growth. 3.2.2. Fosters self-reflection in teacher leaders by creating systems for strong collaboration and coaching resulting in ongoing capacity-building and student achievement. 3.2.3. Develops his/her leadership skills and those of others by establishing a career pipeline to assume additional responsibilities. 3.2.4. Provides opportunities for teachers and staff members to participate and apply new learning. 3.3. Collaborative Practices 3.3.1. Ensures collaborative opportunities/ structures for capacity-building of teachers to continuously examine evidence of student learning and make strong instructional adjustments to ensure student success. 3.3.2. Fosters a strong sense of purpose by ensuring meaningful contribution from teachers that includes analysis of significant student or teacher data to inform decisions, build teacher capacity, and increase student achievement. 3.3.3. Monitors and actively supports the quality of content within collaborative opportunities/structures (e.g., TC, ILT) to ensure it is a logical continuum that results in significant increases in student learning and teacher effectiveness. 3.4. Continuous Improvement 3.4.1. Prepares, plans, and monitors new staff by providing induction and mentoring systems and support. 3.4.2. Systematically fosters and empowers the continuous learning and improvement of teachers and staff to the highest levels of practice through job-embedded professional learning opportunities. 3.4.3. Ensures individualized professional learning, aligned to the coaching plan, is provided to support teachers' and staff members' skills, is guided by an understanding of adult learning principles, and is measured with student data. 4. SCHOOL & COMMUNITY ENVIRONMENT 4.1. School Atmosphere 4.1.1. Establishes systems that ensure a safe and positive campus atmosphere for students, staff members, families, and community stakeholders. 4.1.2. Manages conflict among stakeholders effectively. 4.1.3. Develops structures and processes that result in ongoing, positive collaboration with a school leadership team. 4.2. Community Engagement 4.2.1. Develops productive and positive relationships with stakeholders. 4.2.2. Uses communication to enhance student learning and build support for goals. 4.2.3. Provides services for students, families, and the community during and beyond school hours. 4.2.4. Creates opportunities for diverse and broad stakeholder engagement to support learning. 4.3. Discipline 4.3.1. Develops, implements, and monitors a campus-wide discipline system/plan to promote a positive learning environment for all students. 4.3.2. Addresses student misconduct in a positive, and fair manner. 4.3.3. Incorporates problem-solving skills to manage student behavioral challenges. 4.3.4. Supports and coaches teachers in resolving discipline concerns. 4.4. Access to High-Quality Education 4.4.1. Implements and monitors systems that allow all students to have access to effective teachers. 4.4.2. Develops and monitors initiatives to ensure all students have learning opportunities and academic and social supports that lead to academic success. 4.4.3. Supports and coaches teachers with identifying and utilizing resources for providing all students with educational opportunities. 4.5. Responsiveness to Stakeholders 4.5.1. Incorporates and articulates a commitment to all students in the school mission and vision. 4.5.2. Incorporates the history, values, and background of students' communities in the curriculum. 4.5.3. Creates organizational structures at the school and system levels that empower all students and parents across communities. 5. PROFESSIONALISM & INTEGRITY 5.1. Professional Norms 5.1.1. Monitors and supports an established environment that is open, productive, caring, professional, and trusting for teachers and staff. 5.1.2. Monitors and promotes accountability among teachers and staff for each student's success and the effectiveness of the school as a whole. 5.2. Professional Behavior 5.2.1. Models professional behavior by acting respectfully and responsibly in personal conduct, and in relationships with others, and monitors staff and students to do the same. 5.2.2. Demonstrates and promotes the values of integrity, trust, collaboration, perseverance, and continuous improvement. 5.2.3. Makes all decisions based on what is best for children and holds self and others responsible for the academic achievement and well-being of all students. 5.3. Policy 5.3.1. Understands, implements, and supports school personnel in following school and system expectations and policies to maintain consistency and impartiality. 5.3.2. Models and ensures that all stakeholders understand, comply, and adhere to federal, state, and local laws, rights, policies, and regulations. 6. SCHOOL OPERATIONS/MANAGEMENT 6.1. Administrative Operations 6.1.1. Models and manages the governance processes and internal and external politics toward achieving the school's mission and vision. 6.1.2. Recruits, hires, retains and builds the instructional capacity of a diverse group of highly qualified professional staff. 6.1.3. Establishes and monitors a system that ensures all staff members (including but not limited to clerical, cafeteria, custodial, and transportation) are productive and use their time effectively by focusing on student needs and student achievement. 6.2. Fiscal and Physical Management 6.2.1. Seeks, acquires, and manages fiscal, physical, and other resources to support student learning and community engagement. 6.2.2. Creates systems for all stakeholders to routinely analyze allocated resources and provides recommendations for adjustments in order to maximize student achievement. TERMS OF EMPLOYMENT: As set by the Iberville Parish School Board and applicable by law. EVALUATION: Evaluation shall be conducted in accordance with the Iberville Parish School Board Personnel Evaluation Plan. PROFESSIONAL ETHICS Maintains good attendance. Reports to work on time. Displays professional ethics on and off duty. Adheres to all Iberville Parish School Board's Policies Reports job-related injuries within 24 hours of work accident to the immediate supervisor. Assumes responsibility for the implementation of emergency procedures. Seeks and maintains a positive attitude toward promoting school and community relations. Participates in and promotes harmonious working relationships with students, colleagues, parents, and community members. Attends meetings as directed. Serves on task force and decision-making committees, when appropriate. Additional Duties Participate in events related to the profession including but not limited to: faculty meetings, open house, family nights, graduation, athletic events, awards programs, supervising co- and extracurricular events, and other types of activities as part of job duties as assigned by his/her supervisor. Fulfill duties and/or supervise activities traditionally associated with the education profession. ? Ensure submission of lesson plans and alignment to state standards. ? Supervise instruction of students, ensure timely submission and integrity of grades, and parent collaboration, when appropriate. ? Supervision of students when students are on campus and/or at all times while representing the school - including between classes, recess, breakfast/lunch, assemblies, extra-curricular activities, etc. ? Supervision of students prior to school/morning arrival process and after school/afternoon dismissal process ? Facilitate and/or attend meetings generally associated with the instruction and well-being of students. ? Facilitate faculty, staff, and department meetings. ? Facilitate training sessions. ? Attend IEP/504 meetings, upon request. ? Attend parent-teacher conferences, upon request. ? Facilitate back-to-school and open-house events. ? Communicate attendance and IPSB policies to students, staff, and parents ? Coordinates with appropriate District personnel and parents the placement of students into alternative educational programs ? ?Collaborates with school personnel in gathering and utilizing data on a case-by-case basis, and assists in planning strategies or modifying inappropriate student behavior ? Communicate with parents regarding alternative placements and discipline decisions ? Serves as mediator in conflicts between patrons and administrators, faculty and staff, when necessary ? Acts as student advocate in matters involving students in the program ? Gives notice to all sites, no later than one week prior to returning any student to the regular school setting ? Oversees and participates in the design of a strong transition plan for students ? Ensures a thorough transition process is used with every student returning to their home school so the returning student is re-acclimated to the regular school setting ? Provides individual and small group counseling to students in the program ? Coordinates school guidance services with the students in the program; ? Works with students and parents to prevent students from dropping out of school; ? Signs off on and reviews all individualized education plans for each student entering the IAAPS program ? Schedules conferences with parents as needed; ? Performs any additional duties assigned by the superintendent and/or evaluator.

Requirements REQUIRED QUALIFICATIONS: A master's degree or higher in relevant academic discipline Valid Louisiana Teaching License in Elementary or Secondary Education At least 5 years of successful teaching as measured by performance evaluations For teachers in TAP schools, exemplary evaluation scores on TAP Rubrics Excellent communication skills and understanding of how to facilitate growth Student data that illustrates the teacher's ability to increase student achievement through utilizing specific instructional interventions Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least two (or more) of the following: TAP Experience Core Knowledge Experience Experience with Blended Learning At least two years of successful teaching in an urban environment

Science/Social Studies Master Teacher- Elementary Reports to the Principal and Director of TAP About Algiers Charter Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team. What Success Means In This Position The Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year. This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners. Position Description & Expectations The primary role of the master teacher is to analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. They also spend, on average, 2 hours per day teaching students. Master teachers are partners with the principal in evaluating other teachers. Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: New Teacher Induction Opening Professional Development for Teachers Job embedded Professional Development Faculty and Grade-Level Meetings Other meetings as designated by school leaders Participate in all TAP trainings and become a Certified TAP Evaluator Leadership Team Participation Some of the responsibilities a Elementary Science/Social Studies Master Teacher will have as a member of this team are to: analyze student data to identify student learning goals; develop a school academic achievement plan; create school assessment plan; monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs); assess teacher evaluation results; and maintain inter-rater reliability. Cluster Group Planning and Implementation As a cluster group leader, the Elementary Science/Social Studies Master Teacher will be responsible for: developing the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups progress toward goals. A critical component of this role is to interact regularly with students. This is achieved through regular classroom teaching time. Manage Teacher Individual Growth Plans The Elementary Science/Social Studies Master teacher oversees groups of teachers in developing goals, provides instructional interventions with proven results, facilitates teacher proficiency with these new strategies through classroom-based follow-up, and ensures that the progression of teacher skill development as aligned with changing student learning needs. Evaluations/Conferencing The Elementary Science/Social Studies Master Teacher conducts classroom evaluations and post conferences for both formal and informal observations. Classroom Follow-up The Elementary Science/Social Studies Master Teacher is expected to work with all teachers to develop lessons for the classrooms. He/ She/ They will guide the work of the teachers and provide them with expert advice along the way. The master teacher also provides classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons" and team-teaching based on individual teacher mentoring situations). Professional Growth While the Elementary Science/Social Studies Master Teacher is expected to come to the job with a high level of educational knowledge, they will be afforded the opportunity to work with TAP director and other master teachers to enhance their skills and provide their teachers with only the best instructional interventions and strategies. In some cases, mentor teachers will also attend selected in-service training sessions. Evaluation Elementary Science/Social Studies Master Teachers are formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team: Director of Performance and Accountability Director of TAP Principal and/or Master Teacher Other Job Duties and Responsibilities As stated earlier, Elementary Science/Social Studies Master Teachers will teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability. Understand the unique AC environment and be able to uphold the mission of the school. Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards. Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines. Assist the administration in implementing all school and AC policies. Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy. Consult with administrator(s), colleagues, students and/or parents on a regular basis. Serve on and participate in professional staff committees/meetings required. Perform other related duties as required. Strive to maintain and improve personal and professional competence. Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs Stipend In return for the stipend that is paid, Elementary Science/Social Studies Master Teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/directors. In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year. All teachers are subject to re-qualification each year the Teacher Advancement Program is funded. Termination The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice. Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area. An existing career teacher cannot be moved to accommodate a former master teacher. Qualifications Bachelor Degree in Education or related area of study, required Master's Degree in Education or related area of study, highly preferred Two years of teaching experience preferred Valid Louisiana Teaching Certificate with Louisiana Certification, preferred Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred Desire and ability to succeed in a student-friendly, detail-oriented, community environment Demonstrate attributes of a growth mindset Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback View all jobs at this company

MASTER TEACHER Department: Martin Behrman (PK-8 th ) Workdays: 10.5 Month Reports To: Executive Master Teacher FLSA Status: Exempt Last Revised Date: 05/01/2025 Job Summary: The Master Teacher is a highly skilled educator who provides leadership, instructional expertise, and mentorship to teachers and staff within the school. This role combines advanced classroom teaching with a focus on supporting the professional growth of other educators, improving instructional practices, and ensuring high academic standards. The Master Teacher collaborates with school leadership to implement curriculum initiatives, fosters a culture of continuous improvement, and supports both individual and collective professional development across the school community. Key Responsibilities: Achieving an 80% or greater rate of teachers reaching a proficient level or higher. This involves providing the support, resources, and guidance teachers need to develop their skills, improve their teaching practices, and become more effective educators. Working directly with students to ensure they learn the subject matter and skills necessary for their academic growth. Success in this area means fostering an environment where students take accountability for their own learning, work toward becoming high achievers, and develop the skills necessary to be lifelong learners. Analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. Spend on average, 2 hours per day teaching students. Master teachers are partners with the principal in observing other teachers. Provide expert guidance on best practices in pedagogy, instructional strategies, and classroom management to support teachers in delivering high-quality education. Model exemplary teaching practices in the classroom, offering strategies for differentiated instruction, student engagement, and effective assessment. Assist in the development and implementation of curriculum materials and resources that align with state and district standards. Evaluate teaching methods and recommend adjustments to improve instructional effectiveness and student learning outcomes. Lead school-wide or grade-level initiatives focused on improving student achievement, including instructional planning, assessment practices, and project-based learning. Mentor and coach teachers to enhance their instructional techniques, classroom management, and professional development. Conduct regular classroom observations to provide constructive feedback and suggest actionable steps for improvement. Facilitate peer collaboration and provide ongoing support through co-teaching, team teaching, and modeling lessons. Lead and participate in professional learning communities (PLCs) or teacher study groups focused on instructional improvement, data analysis, and student performance. Develop and lead professional development sessions, workshops, and training for teachers to promote continuous growth and excellence in teaching practices. Collaborate with school leadership and the curriculum team to develop, implement, and assess school-wide curriculum initiatives and instructional strategies. Assist teachers in aligning their lesson plans and instructional activities with district and state standards. Support the integration of technology into teaching practices and promote the use of digital tools and resources to enhance learning. Lead curriculum review and evaluation processes, helping to ensure that instructional materials and approaches meet the needs of all students. Use student achievement data (e.g., test scores, assessments, classroom observations) to assess instructional effectiveness and identify areas for improvement. Collaborate with teachers and administrators to analyze data, identify trends, and create targeted action plans to improve student performance. Support teachers in interpreting data from assessments to inform instruction and meet the diverse needs of students. Implement strategies to close achievement gaps and provide additional support to struggling students, including differentiated instruction and targeted interventions. Work closely with the principal and other school leaders to set academic goals and develop strategies for improving school performance. Provide regular updates and reports to the administration regarding the progress of instructional initiatives and teacher development efforts. Act as a liaison between teachers and school leadership, advocating for resources, support, and professional development opportunities. Assist in school-wide assessments and improvement plans, contributing to the school's strategic goals and continuous improvement efforts. Foster a positive, collaborative, and inclusive school culture that values academic excellence, professional growth, and mutual respect. Lead or contribute to the development of school-wide programs, initiatives, and events that promote student engagement, community involvement, and school spirit. Promote student-centered learning environments by supporting teachers in creating inclusive classrooms that meet the needs of diverse learners. Perform other related duties as required. Develop the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups' progress toward goals. Master Teachers are formally evaluated two (2) times a year (1 announced / 1 unannounced) by a member of the Instructional Leadership Team: Executive Master Teacher Principal and/or Chief Academic Officer Stipends: A stipend is paid for this role and in return for the stipend that is paid, master teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/Executive Master Teacher. A stipend in the amount of $8,000 will be provided for the school year. The stipend will be paid in two equal installments. The first payout will be in December and the final payout will be in May. Qualifications: Bachelor's degree in Education or a related field (required). Master's degree in Education, Curriculum and Instruction, or a related field (preferred). Valid state teaching certification (required). At least 5 years of successful classroom teaching experience, demonstrating high student achievement and advanced pedagogical skills. Experience in curriculum development, instructional coaching, or educational leadership is preferred. Experience leading professional development or mentoring colleagues is highly desirable. Expertise in instructional strategies, curriculum design, and assessment practices. Strong leadership skills, with the ability to motivate and inspire colleagues while maintaining a collaborative and respectful approach. Excellent communication skills, both verbal and written, for interacting with students, staff, and school leadership. Proficient in using technology for educational purposes, including digital learning tools and classroom management systems. Ability to analyze data to inform instructional practices and student support strategies. Strong organizational and time-management skills, with the ability to balance multiple priorities and responsibilities. Physical Demands: Ability to stand, sit, and move throughout the school building as needed. Ability to lift and carry materials or classroom supplies (up to 25 pounds). Ability to engage in physical activities such as monitoring recess or conducting classroom activities. Work Environment: The position is primarily performed in a classroom or office setting, with occasional movement between classrooms and school facilities. The role involves frequent interaction with students, staff, and school leaders. Some evening or weekend hours may be required for meetings, professional development, or school events. The position requires flexibility and the ability to adapt to the evolving needs of the school community.

Posting Details University Information The University of North Carolina Wilmington, the state's coastal university, is dedicated to the integration of teaching, mentoring, research and service. Widely acknowledged for its world-class faculty and staff and continuously recognized at a national level for scholarly excellence and affordability, UNCW offers a powerful academic experience that stimulates creative inquiry and critical thinking. A public institution with nearly 18,000 students, UNCW offers a full range of baccalaureate- and graduate-level programs, as well as doctoral degrees in educational leadership, marine biology, nursing practice and psychology; and many distance learning options, including clinical research, an accelerated RN-to-BSN program, an Executive M.B.A. program structured for working professionals, and the nation's only bachelor's degree program focused on coastal engineering. The university's efforts to advance research and scholarly activities have earned UNCW the elevated designation of "Doctoral Universities: High Research Activity" institution (R2 University) by the Carnegie Classification of Institutions of Higher Education. UNCW has been part of the University of North Carolina System since 1969. Department MarineQuest - 31405 External Link to Posting ************************************ Vacancy Number TSP5600PST Working Title Summer Ventures Master Teacher 2026 Job Title Temp Position Type EHRA Temporary Job Category Academic Professionals/Non-teaching FLSA for Position Nonexempt Brief Summary of Work for this Position The Summer Ventures Master Teachers will assist with one non-credit course taught by a UNCW faculty. Course descriptions can be found on the UNCW Summer Ventures Website, ************************************************************************************* SVSM Students will check in on Sunday, June 21, 2026; final presentations are scheduled for Saturday, July 18, 2026. Presence is strongly required at the virtual student orientation and mandatory at final presentations. Duties include: * Support faculty members in course prep and implementation. This may include * Maintain a safe and productive classroom/lab for high school students. * Communicate with the Summer Ventures office regarding needs and issues that might arise. * Supervise students and keep them on track to complete research projects. * Manage student behaviors according to the Summer Ventures Student Code of Conduct. * Safely transport students if needed to field sites in passenger vans. General hours of work are 8:15 AM - 4:15 PM Monday through Friday; Orientation will occur during the week of June 15th, 2026. Minimum Education and Experience Requirements * Bachelor's degree or equivalent. * Current high school teacher in STEM Preferred Education, Knowledge, Skills & Experience Experience and knowledge of completing a research project in science and engineering is preferred. Required Certifications or Licensure * First Aid and CPR Certification (certification must be obtained by June 16, 2025) * Valid driver's license Primary Purpose of Organizational Unit College/School Information Work Hours 8:15AM - 4:30PM Work Days Monday - Friday Hours Per Week 40 Type of Position Anticipated Hiring Range $4,500 (flat rate) Special Instructions to Applicants Please note, this is a temporary position. The length of the assignment will be based on department need with the possibility of continuation. Employees in temporary positions are not considered permanent state employees and do not earn leave. Temporary employees are subject to the Affordable Care Act guidelines. For more info/to apply visit ********************* Applications must be submitted through the online application system to be considered. Job Posting Date 01/15/2026 Job Closing Date 04/30/2026 EEO Statement UNCW does not discriminate against any employee or applicant for employment because of his or her race, sex (such as gender, gender identity, marital status, childbirth, and pregnancy), age, color, national origin (including ethnicity), religion, disability, sexual orientation, political affiliation, veteran status, military service member status, genetic information, or relationship to other university constituents - except where sex, age, or ability represent bona fide educational or occupational qualifications or where marital status is a statutorily established eligibility criterion for State funded employee benefit programs. Eligibility for Employment Final candidates are subject to criminal & sex offender background checks. Some vacancies also require credit or motor vehicle checks. UNC Wilmington participates in E-Verify. Federal law requires all employers to verify the identity and employment eligibility of all persons hired to work in the United States. Number of Openings Multi-Positions Applicant Documents

Benefits: Dental insurance Health insurance Paid time off Vision insurance Preschool Teachers at The Learning Experience are ambassadors of happiness, creating opportunities every day that reflect our mission to make a difference in the lives of children, their families, and communities. Our passionate teachers use a growth mindset to develop young minds and inspire a love of learning. if you qualify and start job in 5 days, you will get $100 bonus after your probation period Role Responsibilities: Responsible for the overall classroom management, leading a safe, nurturing, and engaging learning environment. Serve as a role model, using a growth mindset to develop young minds and inspire a love of learning Implement our proprietary L.E.A.P. Curriculum, working with Kindergarten children in a way that is consistent with the unique needs of each child. Plan and present effective lesson plans and teaching strategies for Kindergarten students Utilize a variety/range of learning modalities in each lesson Create a safe, nurturing environment where children can play and learn. Communicate regularly with parents, sharing their children's latest adventures and achievements through a variety of avenues, including mobile apps and personal discussions. Support your center's success, partnering with center staff and leadership to achieve goals around enrollment and engagement. Build relationships with families and coworkers and create a dynamic environment where play and learning happen seamlessly. Qualifications: 2+ years of professional teaching experience preferred. At least one year of professional teaching experience required. Must have EDU 119 Bachelor's degree or higher in Early Childhood Education or related degree preferred. Demonstrated knowledge of developmentally appropriate practices (DAP). CPR and First Aide certification preferred Must meet state specific guidelines and certifications for the role Compensation: $16.00 - $18.00 per hour The Learning Experience At The Learning Experience, we make early education joyful, engaging and fun so children are happy to learn, play and grow. Our curriculum focuses on the six ages and stages of early childhood development and engages children in hands-on learning activities that encourage them to explore and solve problems at their own rate of development. This forms a foundation for kids to Learn, Play and Grow under the care of our nurturing teachers and staff. At TLE , we've created a full cast of characters that become our little learners' educators, partners and friends through their preschool education journey. Each character has a unique personality and area of interest and brings learning to life by allowing children to explore the world through fun and imagination. This franchise is independently owned and operated by a franchisee. Your application will go directly to the franchisee, and all hiring decisions will be made by the management of this franchisee. All inquiries about employment at this franchisee should be made directly to the franchise location, and not to The Learning Experience Corporate.

Job DescriptionBenefits: Dental insurance Health insurance Paid time off Vision insurance Preschool Teachers at The Learning Experience are ambassadors of happiness, creating opportunities every day that reflect our mission to make a difference in the lives of children, their families, and communities. Our passionate teachers use a growth mindset to develop young minds and inspire a love of learning. if you qualify and start job in 5 days, you will get $100 bonus after your probation period Role Responsibilities: Responsible for the overall classroom management, leading a safe, nurturing, and engaging learning environment. Serve as a role model, using a growth mindset to develop young minds and inspire a love of learning Implement our proprietary L.E.A.P. Curriculum, working with Kindergarten children in a way that is consistent with the unique needs of each child. Plan and present effective lesson plans and teaching strategies for Kindergarten students Utilize a variety/range of learning modalities in each lesson Create a safe, nurturing environment where children can play and learn. Communicate regularly with parents, sharing their childrens latest adventures and achievements through a variety of avenues, including mobile apps and personal discussions. Support your centers success, partnering with center staff and leadership to achieve goals around enrollment and engagement. Build relationships with families and coworkers and create a dynamic environment where play and learning happen seamlessly. Qualifications: 2+ years of professional teaching experience preferred. At least one year of professional teaching experience required. Must have EDU 119 Bachelors degree or higher in Early Childhood Education or related degree preferred. Demonstrated knowledge of developmentally appropriate practices (DAP). CPR and First Aide certification preferred Must meet state specific guidelines and certifications for the role