Early Childhood Education Teacher Early Childhood Center

Title of Position :

Early Childhood EducationTeacher Early Childhood Center

Work Year : 2025-26 School year

Salary :

In accordance with the Teachers Salary Scale according to education and experience.

Organizational Relationship or Line of Authority :

Directly responsible to the Early Childhood Center Director in all matters pertaining to the responsible to appropriate Director and Assistant Superintendent for Teaching and Learning in areas ofinstruction and curriculum and the Assistant Superintendent for Student Services and Equity and Director of Special Education for all areas of Special Education.

Job Summary :

Promote learning and growth of all students providing high-quality instruction authentic and meaningful student assessments analyzing student data using data to improve instruction continuously providing students with constructive feedback and continuously refining learning objectives. Maintains instructional practices that establish high expectations create a safe and effective learning environment and demonstrate cultural proficiency. Effectively partner with families caregivers community members and organizations to promote learning. Maintains an ethical culturally proficient skilled and collaborative practice as a professional educator.

Statement of Duties :

• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
• Ability to develop well-structured lessons with challenging measurable objectives and appropriate student engagement strategies pacing sequence activities materials resources technologies and grouping.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards / local curricula.
• Designs and administers informal and formal assessments including common interim assessments to measure each students learning growth and progress toward achieving state / local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and / or implement appropriate differentiated interventions and enhancements for students.
• Based on assessment results provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses instructional practices that are likely to motivate and engage most students during the lesson.
• Uses tiered instruction scaffolds and other methods to accommodate differences in learning styles needs interests and levels of readiness including those of students with disabilities and English learners.
• Adapts instruction materials and assessments to make challenging material accessible to all students including English learners and students with disabilities.
• Uses rituals routines and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others differences related to background identity language strengths and challenges.
• Regularly shares with appropriate colleagues (e.g. general education special education and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
• Shows understanding of and sensitivity to different families home language culture and values.
• Reflects on the effectiveness of lessons units and interactions with students both individually and with colleagues and uses insights gained to improve practice and student learning.
• Seeks out and applies ideas for improving practice from supervisors colleagues professional development activities and other resources to gain expertise and / or assume different instruction and leadership responsibilities.
• Effectively collaborates with colleagues in such work as developing standards-based units examining student work analyzing student performance and planning appropriate intervention.
• Attends and participates in faculty meetings.
• Demonstrates sound judgment reflecting integrity honesty fairness and trustworthiness and protects student confidentiality appropriately.
• Consistently fulfills professional responsibilities; is consistently timely and reliable with paperwork duties and assignments; and demonstrates regular attendance.
• Maintains accurate complete and correct records as required by law district policy and administrative regulations
• Responsible for instructional and general duties as assigned by the Director Educational Team Leader and directives of the Superintendent of Schools or his / her designee and policies of the Marlborough School Committee.

Qualifications :

Skills and Abilities

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race gender religion national origin color homelessness and sexual orientation gender identity age or disability in its education programs services activities or employment practices.

Key Skills

Experience Working With Students,Sports Coaching,Physical Education,Classroom Management,Behavior Management,Classroom Experience,Lesson Planning,Physiology Knowledge,Special Education,Special Needs,Teaching,Cordova

Employment Type : Full-Time

Experience : years

Vacancy : 1