PreSchool Teacher Position Available In Hillsborough, New Hampshire

PreSchool Teacher 2.8 2.8 out of 5 stars Antrim, NH 03440 Full Time, Mon-Frid.

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NEW HAMPSHIRE PUBLIC SCHOOLSSCHOOL ADMINISTRATIVE UNIT

#1CONTOOCOOK

VALLEY SCHOOL DISTRICT

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POSITION TITLE

Preschool Teacher, Antrim Elementary School

SUPERVISOR

Director of Special Education

QUALIFICATIONS

New Hampshire DOE Early Childhood Special Education and Early Childhood Education certificationBachelors degree from an accredited college or university in Early Childhood Education or related discipline applicable to teaching assignment.

Masters Degree in related area preferredOne to three years of successful prior teaching experience for the appropriate grade levels preferred

SUMMARY:

Under the general supervision of the Director of Special Education, to facilitate student success and growth in activities designed to promote social, social-emotional, behavioral, physical, and intellectual growth, through implementing district approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of individual students and by creating a flexible, safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations, and goals.

KNOWLEDGE, SKILLS and ABILITIESKnowledge of current teaching methods and educational pedagogy for preschool age childrenKnowledge of differentiated instruction, specially designed instruction and high leverage practices for students with diverse learning needsKnowledge of preschool curriculum and conceptsKnowledge of data information systems, data analysis and the formulation of action plansKnowledge of applicable federal and state laws regarding education and studentsAbility to use computer network system and software applications as neededAbility to organize and coordinate work, including familiarity with the process special education process.

Ability to communicate effectively with students, staff, and parentsAbility to engage in self-evaluation with regard to performance and professional growthAbility to establish and maintain relationships and work collaboratively with a variety of colleagues.

Ability to meet timelines and deadlines, and thoroughly and accurately complete documentation related to the special education processPossess a belief that students are best served when they are included with their peers to the greatest extent possiblePossess an understanding of Individuals with Disabilities Education Act (IDEA), associated timelines and requirements, and use of the New Hampshire Special Education Information System (NHSEIS)DUTIES

AND RESPONSIBILITIES

Case Management:

Develops and administers school curriculum consistent with school district initiatives, goals and objectivesPromotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learningDevelops lesson plans and instructional materials and translates lesson plans into learning experiences so as to best utilize the available time for instructionConducts ongoing assessment of student learning, and modifies instructional methods to fit individual student’s needs, including students with special needs; conducts individual and small group instruction as needed and reporting for all student activities, achievement and attendance as required by district procedures and applicable lawsProvides case management duties for special education students in the preschool settingIEP and 504 plans for caseload students are to be read and implemented

Instruction:

Promotes a classroom environment that is safe and conducive to individualized and small group instruction and student learningDevelops lesson plans and instructional materials, and translates lesson plans into learning experiences so as to best utilize the available time for instructionConducts ongoing assessment, including data collection of student learning in the educational settingProvides a range of purposefully and intentionally designed instructional practices in collaboration with classroom teachers to adapt instruction to the needs of special education students by adjusting the content, methodology, or delivery of instruction, and, when necessary, provide modifications to address the unique needs of the child to ensure access of the child to the general curriculum and student needs are met in the least restrictive settingConducts individual and small group instruction as needed and appropriateIEPs for caseload students will be developed by the special education teacher and the IEP team and shared with all relevant staff membersEncourages parental involvement in students’ education and ensures effective communication with students and parents on their caseloadAssists the classroom teacher in ensuring that student conduct conforms with the school’s standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroomCoordinates with administrators and other teaching staff members to ascertain individual student’s abilities and advocates for student on the caseloadEncourages parental involvement in students’ education/development and ensures effective communication with students and parentsCoordinates with other preschool professional staff members, to evaluate and assess curriculum, and participates in faculty meetings and committeesSelects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory recordsSupervises students in activities that take place out of the classroom during the school day, including activities involving school transportationOrganize and lead activities designed to promote physical, mental and social, emotional and behavioral developmentPlan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.

Professional Responsibilities:

Identify children showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialistsMeet with parents and guardians to discuss their children’s progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and developmentContinues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting researchOrganizes and maintains a system for accurate and complete record-keeping, grading.

Administers standardized tests in accordance with District testing programs Performs other position related tasks or services as may be assigned by the School Principal or Director of Special Education or other central office administrators as designated by the

SuperintendentNote:

The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Evaluation & Professional GrowthThe individual in this position is expected to participate in the professional growth and evaluationprocess in accordance with the District procedures.

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

Frequently, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.

Frequently, Kneeling. Bending legs at knee to come to a rest on knee or knees.

Frequently, Crouching. Bending the body downward and forward by bending leg and spine.

Seldom, Crawling. Moving about on hands and knees or hands and feet.

Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.

Frequently, Standing. Particularly for sustained periods of time.

Occasionally, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.

Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.

Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.

Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.

Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.

Occasionally, Grasping. Applying pressure to an object with the fingers and palm.

Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.

Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.

Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.

The physical requirements of this positionSedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.

The visual acuity requirements include color, depth perception, and field of vision.

The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.

The conditions the worker will be subject to in this position.

The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).