Location: Chicago, Illinois
Location: Chicago, IL
The Laboratory School seeks an experienced and reflective Nursery/Kindergarten teacher to join a vibrant professional community of early childhood educators. Candidates should bring a fascination with and strong developmental understanding of the early childhood years, progressive education and the Reggio Emilia approach. The ideal candidate has experience with and commitment to developing emergent curriculum in collaboration with children and colleagues, and a desire to learn and evolve.Â
This position requires experience with universal design for learning and culturally responsive and restorative practices. The candidate should have experience building effective communication and trusting relationships with families, and the ability to work in a collaborative environment that values multiple perspectives. The individual should also demonstrate an understanding of the critical role of the environment and materials in the formation and expression of childrenâ™s thinking and understanding of their world. Commitment to cultivating an inclusive environment that respects and honors the stories, experiences, and identities of all community members is essential.Â
The Laboratory Schoolâ™s Early Childhood program is committed to child-centered learning based on careful observation and documentation of childrenâ™s work and play, and grounded in caring and respectful relationships among children, teachers, and families. We are seeking an early childhood teacher with a minimum of 3 years of early childhood classroom teaching experience who is currently teaching in a classroom of diverse learners. Nursery/Kindergarten homeroom teachers receive direction and support from the division Principal and administrative team. Full-time teachers are expected to work a 40-hour week and the required number of days as stipulated in the Faculty Association contract. All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement.
- Establish a caring classroom community and a nurturing and stimulating environment where children develop a deep sense of purpose and ownership.Â
- Support childrenâ™s social and emotional learning through respectful and developmentally appropriate practices that foster an attitude of problem-solving and empathy.
- Through photography, video and written notes, document childrenâ™s learning, play and interactions in the classroom to guide planning for future learning experiences.Â
- Facilitate short- and long-term curriculum experiences that build on childrenâ™s strengths, questions, and curiosity and which support their intellectual, emotional and social development.
- Collaborate with teaching partners and other colleagues to develop learning experiences and support childrenâ™s growth and well-being.Â
- Communicate regularly with families through meetings, phone calls, email, classroom newsletters, annual narrative reports, family conferences, curriculum evening presentations and at other times as needed before and after school.Â
- Participate in regular reflective meetings with the division Principal and the administrative team, engage in professional development and learning in and out of school, faculty meetings and learning and counseling team meetings.Â
- Engage in a pedagogical reflective process that includes reviewing observation notes, footage, actively participating in weekly reflective meetings, and producing documentation and displays of childrenâ™s thinking and work.Â
- Mentor the professional growth of assistant teachers through ongoing communication, collaboration, and reflective feedback.Â
- Reflect on the growth and needs of individual children through conversations with Counselors.Â
- Maintain a classroom environment that is functional, aesthetically pleasing, and well-organized.Â
- Commit to practices that build toward a more socially-just school community and world, including culturally responsive and restorative practices and actively participate in school-wide DEI efforts.Â
- The anticipated start date for this position is 7/1/2023.
- Quickly adapt to changing circumstances and flexibility in work with students.Â
- Interact with a diverse group of faculty, staff, students, and parents.Â
- Strong classroom management skills.
- Analytical skills.Â
- Problem-solving skills.Â
- Decision-making skills.Â
- Attention to detail.Â
- Organizational skills.Â
- Computational skills.Â
- Verbal and written communication skills.
- Interpersonal skills.Â
- Work independently and as part of a team.
- Manage stressful situations.Â
- Maintain confidentiality.Â
- Work on multiple projects simultaneously, set priorities, and meet the deadlines.
Education, Experience, or Certifications:Â
- Bachelor's degree required.
- Master's degree preferred.
- Demonstrated experience working with children with more complex emotional / behavioral needs.Â
Technical Knowledge or Skills:
- Knowledge of diversity, equity and inclusion issues, and dynamics in the classroom and inÂ developing healthy, supportive relationships with all students.Â
- Strong knowledge of instructional methodologies.Â
- Strong knowledge of child development.Â
- Develop curricula, lesson plans, and assessment tools.Â
- Use standard productivity software (Google Suite, calendar/schedule software, etc.).
Working Conditions and Physical Requirements:
- Move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.Â
- Move class-related equipment/tools, as appropriate, around school propertyÂ
- When appropriate, escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.Â
- Demonstrate lessons, when appropriate.Â
- Cover Letter
- Professional References Contact Information (3)
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Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via the Applicant Inquiry Form.
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