Teacher (Pre Nursery - Kg2), Early Years

**Position Objective**

The role of the Early Years Teacher (PreNursery - KG2) is essentially to build and maintain a successful Early Years Age 18 months - 6 year old) program within the school by providing an educational atmosphere conductive to learning and developing through the process of inquiry and in conjunction with the International Baccalaureate PYP and MYP programs.

**Responsibilities**

**The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they comes into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.**

**Relationships**:

- Developing trusting and effective relationships with the all the children in the class and their parents
- Establishing supportive and positive working relationships with all other members of staff
- Becoming a presence across the whole school and a representative of it within its wider community

**Educational role**:

- Developing and executing the preparation, planning and delivery of child-centered learning activities for the children in the class
- Being a facilitator in the classroom and taking an interactive role with students
- Using a range and balance of teaching strategies
- Grouping strategies using a variety of different learning situations, including whole class, small group, partner work and individual work; at desks, on the floor, etc.
- Viewing students as thinkers with their own emerging theories
- Building on what students know, and differentiating to meet student needs
- Making and recording observations about student individual learning progress including recording this progress on Teaching Strategies Gold Software and in Student Portfolios
- Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
- Planning to ensure that ‘students achieve more than they think they can’, by collecting and using data such as MAP scores, and other formative and summative assessments
- Planning in PreK and KG1 which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of PYP
- Ensuring planning incorporates STEAMInn (Science Technology Arts Maths Innovation) across the planned units of work from PreN through to KG2
- Planning in PreNursery and Nursery has a balance of learning engagements as planned by teachers drawing from Head Start Learning outcomes (Birth to Age 5) while also drawing largely from the USA Creative Curriculum material
- Planning in PreK to KG1 (Age 3-5 year olds) emphasizes has a balance of learning engagements as planned by teachers using the IB PYP framework as well as drawing largely from the USA Creative Curriculum materials
- Planning in KG2 (Age 5-6 year olds) emphasizes has a balance of learning engagements as planned by teachers using the IB PYP framework as well as using AERO (American Education Reaches Out) student standards.
- Reporting quarterly on student progress on Gold student achievement standards across 8 domains for applicable grade levels of PreN - KG1 and for all grades conducting quarterly Parent Teacher Conferences or Student Led Conferences; semester 1 & 2 Unified classroom Semester reporting to parents.
- Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge
- Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times
- Involving students, parents and colleagues in the assessment process on a regular basis and as appropriate
- Involving students in shared reflection during, and at the end of, each unit, on a consistent basis
- Evaluating the program collaboratively with teaching partners, and parents and students as appropriate, using agreed flexible systems

**Extended professional role**:
Contributing towards the whole-school team spirit by taking every opportunity to promote the philosophy and policies of the Stamford American International School
- Taking responsibility for the class during times of emergency
- Supervising the children at break/lunch and other unstructured times
- Ensuring that the children are safe and secure