MINIMUM QUALIFICATIONS

Must be legally authorized to work in the US and at least 18 years old at the time of employment
AA Degree or higher with the equivalent of 30 college quarter credits in Early Childhood Education
The 30 college quarter credits may be included in the degree or in addition to the degree OR a valid WA State Teaching Certificate with an endorsement in Early Childhood Education (PreK - Grade 3) or Early Childhood Special Education
If the best candidate for the position is not fully qualified, the newly-hired staff person must be on a Professional Development Plan (PDP) to fully meet the qualifications of their role within five years from the date of hire. Progress monitoring will occur to ensure staff make yearly progress to meet the required qualifications.

DESIRED QUALIFICATIONS

bilingual preferred
previous experience in the field of Early Childhood Education

REQUIRED BY PROGRAM STANDARDS

completed Classified Employment Application with resumé and cover letter
high school and college transcripts
three (3) verifiable professional references
valid email address and telephone number
valid driver’s license
a passing score of 455 on the ETS© ParaPro Test, or show evidence of college credits (72 quarter credits/48 semester credits)
completion of the FCS (Fundamental Course of Study, a 28-hour required training) within the first year of employment
earn the General Paraeducator Certificate (an additional 70-hour training) within three years of completing the FCS
30 hours Child Care Basics Initial STARS Certificate
WA State Food Worker Card
First Aid/CPR Certification
proof of negative TB test
proof of MMR immunization
MERIT Portable Background Check/Fingerprints
DCYF Bloodborne Pathogens Training
DCYF Disaster Plans and Emergency Procedures Training
DCYF Mandatory Reporter Training
DCYF Safe Sleep Training

ADDITIONAL REQUIREMENTS

completion of a minimum of 20 Professional Development hours (STARS hours or college credit equivalents) per program year in Early Childhood topics
documentation of all training hours must be entered into the DCYF/MERIT database and verification provided to the Director in a timely manner

THE EMPLOYEE FULFILLING THIS JOB MUST BE ABLE TO:

sit on the floor
lift 50 pounds
pick things up off the floor
bend, twist, crouch, and reach
work some evenings, weekends, and occasional overnights
work an extended schedule beyond the school calendar

JOB SUMMARY

1. The Lead Teacher is responsible for knowing and ensuring the implementation of all:

Raymond School District policies
childcare licensing rules
ECEAP Performance Standards
Early Achievers Quality Standards
WA State Early Learning and Development Guidelines

2. The Lead Teacher must demonstrate proficiency in the following areas:

observation and assessment of children’s development
curriculum planning based on the most up-to-date child development knowledge
ability to design an appropriate and engaging learning environment
implementation and supervision of developmentally appropriate learning activities
building positive relationships with children, parents/families, community members, and staff
planning guidance strategies for children
ability to involve and engage parents in their child’s education

3. The Lead Teacher is expected to fully participate with a high degree of accuracy and competency in the following program requirements:

Teaching Strategies Gold® (requires Interrater Reliability Certification)
The Creative Curriculum®
WAKids (Washington Kindergarten Inventory of Developing Skills)
CLASS® (Classroom Assessment Scoring System)
ERS (Environmental Rating Scale)
ELMS (Early Learning Management System)
Skyward
classroom assessments (DIAL, ASQ, etc.)
data collection for specialists (Intervention Specialist, Speech Therapist, OT/PT)
coordination and collaboration with Family Support Home Visitors
parent/family engagement activities

JOB SPECIFICATIONS

A. Building/Classroom

Responsible for the care and education of children; must be present and engaged at all times.
Demonstrates knowledge in child development and early childhood education; able to plan and implement a comprehensive child development program.
Can effectively communicate the philosophy of the Center and its programming, including the importance of learning through play and embracing the role of parent as the primary educator.
Write developmentally appropriate lesson plans, both group and individualized, that incorporate all areas of learning (social-emotional, physical, language, cognitive, literacy, mathematics). Integrate educational aspects of health, nutrition, and mental health services into program activities.
Create and maintain a safe, healthy, and developmentally appropriate indoor and outdoor environment that is arranged to promote independence, foster decision-making, and encourage engagement.
Responsible for appropriate use of space, equipment and material storage.
Regular monitoring, rotation, and modification of Centers/environment based on student need.
Responsible for keeping classrooms, storage areas, and office space neat and clutter-free.
Responsible for maintaining and replenishing inventory of supplies.
Responsible for following all health and safety policies and procedures established by the Program.
Responsible at all times for the direct supervision and safety of all children.
Responsible for reporting suspected child abuse in accordance with Program procedures and state law.
Create a pleasant, inviting, and comfortable atmosphere that supports diverse cultural backgrounds.
Classroom signage will be posted in both English and Spanish.
Provide a consistent and balanced daily schedule of child-initiated and adult-directed activities, including individual and small group activities.
Be flexible and comfortable with unexpected change; utilize opportunities for emergent learning.
Be developmentally and linguistically appropriate.
Recognize that children have varying rates of growth, as well as individual interests, temperaments, languages, cultural backgrounds, and learning styles.
Be familiar with and implement child assessment tools that are adopted for use or as directed by the Department of Early Learning, including ASQ and DIAL.
Implement any required IEP goals as instructed by Special Education staff.
Orient, plan, lead, and delegate responsibilities to others working in the classroom, including paraeducators, assistant teachers, parents, family members, students, and community volunteers.
Be willing to take direction/follow instruction from the ELC Director and any additional supervisors assigned to the classroom, including teachers.

B. Parent Support

Lead Teachers must meet with ECEAP families for a minimum of three (3), 30 minute face-to-face conferences per academic year. Other conferences may be scheduled as needed.
Establish friendly, cooperative relationships with parents and families that encourage participation in the classroom/program activities, and that are supportive of parents in their role as their child’s first teacher.
Make every effort to communicate with families in their home language. Be diligent and comfortable using a variety of communication modalities, including the use of an interpreter.
Assist parents with transition activities (preschool to Kindergarten and other elementary school special programs) in an effort to promote continued involvement of parents in the education and development of their children as they move to elementary school.
Participate in family programs, events, and activities associated with the ELC.

C. Professional Development

Complete a staff development plan each year with the assistance of the Director.
Demonstrate willingness to engage in reflective practice, continuing education and professional development efforts as available and as requested by the Director, including but not limited to: fall orientation, staff and teacher meetings, early release training days, all-staff work days, and mandatory DEL trainings.
Lead Teachers will meet with the Early Achievers coach one time per month, at minimum.

D. Evaluation

Paraeducators will be evaluated by the Director at a minimum of one time per year. Written evaluations will be reviewed with the employee verbally, in private. Each employee will receive a copy of the evaluation and will have the right to provide a written response to an unfavorable evaluation, which will be attached to the original document and placed in the employee’s file. Evaluations will be based on job performance as listed in this document.

E. Other

Assists with other duties as defined by the Director when additional work is necessary to fulfill the obligations of the Center.
Responsible for on-time completion of assignments and reporting requirements with a high standard of accuracy and attention to detail.
Comfortable using computers, tablets, smartphones, and other technological devices and programs necessary to complete data collection, documentation, and communication requirements.
Maintains organization in the work environment and in the tasks they are required to complete.
Arrives to work on time; punctually attends and actively participates in all required program activities.
Maintains a high level of professionalism; respects confidentiality regarding enrolled children, their families, program operations, and personnel issues. Discusses concerns directly and openly with appropriate staff only.
Expectations include: reliability, self-control, initiative, attention to detail, high quality standards, pleasant demeanor, positive attitude, willing spirit, flexible nature, team player, and a commitment to life-long learning.
Open to working with all types of adults and children regardless of age, race, creed, color, sex, national origin, religion, sexual orientation, gender identity, disability, marital status, or socioeconomic status.
Demonstrates conflict resolution skills and effective problem solving.
Responds to crisis or emergency situations in a calm and professional manner.
Other duties as assigned

BENEFITS INCLUDE:

medical/dental/vision insurance
retirement plan
12 days sick leave
3 days personal leave

Raymond School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employee(s) has been designated to handle questions and complaints of alleged discrimination: K.C. Johnson, 1016 Commercial Street, 360-942-3415, kcjohnson@raymondk12.org.

Preschool Lead Teacher (ECEAP)