POSITION PURPOSE

Empower young learners through engaging, developmentally appropriate instruction designed to build foundational knowledge, develop critical early skills, and support each child's growth across academic, social, emotional, and physical domains. Create and sustain a nurturing, inclusive, and safe learning environment where children can thrive through play-based, hands-on, and inquiry-driven experiences. Design and deliver standards-aligned, developmentally appropriate instruction; observe and assess student growth; and partner with colleagues, families, and the community to foster each child's full potential during these critical early years.

FLSA CLASSIFICATION

Exempt; Full-Time

REPORTS TO

Principal and Assistant Principal

EVALUATION

Performance of this position will be evaluated in accordance with the provisions of Board policy

GCN:

Evaluation of Professional Staff.

EDUCATION AND/OR EXPERIENCE

Bachelor's Degree or higher from an accredited college or university, with a focus in Early Childhood Education, Child Development, or a related field. Experience teaching or working with preschool-aged children is preferred. Experience with developmentally appropriate practice, play-based instruction, standards-based assessment, educational technology, and learning management systems is preferred.

CERTIFICATES

Valid Missouri Teaching Certificate in Early Childhood Education (Birth-Grade 3).

QUALIFICATIONS

Strong knowledge of early childhood development, developmentally appropriate practice, classroom management, communication skills, data interpretation, and interpersonal abilities. Understanding of early literacy, early numeracy, and social-emotional development milestones.

ESSENTIAL FUNCTIONS

Embrace and work continually in support of the district mission of "Expecting Excellence… Learning for All." Instruction and Learning Design and deliver engaging, developmentally appropriate lessons and learning experiences that are standards-aligned, tailored to meet the needs of all young learners, and designed to foster cognitive development, language acquisition, critical thinking, problem-solving, emotional competence, creativity, and achievement of early learning goals. Implement play-based learning, center-based activities, hands-on exploration, cooperative learning, technology, and innovative resources to enhance student learning. Support the development of fine motor, gross motor, self-help, and school-readiness skills through structured and unstructured activities. Incorporate diverse social and cultural perspectives on content, including students' own language, culture, family, and community into their learning experiences. Promote responsible, inquisitive, self-directed learners through choice-based and exploratory learning. Utilize disciplinary research, inquiry methodologies, and theory- and research-based early childhood strategies. Implement special educational plans, such as 504 plans, individualized education programs (IEPs), and individualized health plans. Prepare lesson plans and daily routines for use by a substitute teacher. Student Assessment and Progress Monitoring Set and monitor student goals, taking into account each child's developmental stage, prior experiences, learning strengths, and needs. Interpret early childhood screening and assessment tools (e.g., developmental screeners) alongside formative and summative classroom assessments to measure student learning. Analyze data to inform instructional decisions and adjust teaching strategies. Monitor the effectiveness of instruction for the whole class and individual learners, including progress toward developmental milestones. Maintain accurate student records, including developmental progress, performance, attendance, and any required health or safety documentation. Communicate student achievement, growth, and developmental progress to families through reports, conferences, and regular informal updates. Promote student-led and play-based assessment strategies appropriate to early learners. Classroom Management Manage time, space, transitions, routines, and activities to establish a safe, respectful, and productive learning environment suited to young children. Encourage kindness, sharing, and social competence among students in the classroom. Use effective, positive discipline and behavior management strategies that promote self-control and emotional regulation appropriate to early childhood development. Establish secure, trusting teacher-student relationships that support young children's sense of safety and belonging. Maintain close supervision and ensure the health, safety, and well-being of all children at all times, including during arrival, dismissal, meals, rest times, and outdoor play. Demonstrate a commitment to students' success and well-being. Collaboration and Communication Partner with families to support student learning, share developmental progress, and address concerns. Participate in a highly collaborative environment with building and grade-level teams, colleagues, support staff, directors, and administrators. Collaborate with early childhood specialists, therapists, and support staff to meet the needs of students with diverse abilities. Collaborate with others to develop curriculum, disaggregate student data, and develop strategies within historical, cultural, political, and social contexts to meet the needs of students. Prepare for and contribute to student orientations, transition activities, parent-teacher conferences, family nights, and open houses. Participate as a member of an IEP, 504, or other student assistance team as requested. Professional Responsibilities Stay current with early childhood educational research, best practices, and subject-matter developments through individualized and organized professional learning opportunities. Participate in collegial activities, such as professional development and staff meetings, to build relationships and encourage growth within the educational community. Reflect on teaching practices and seek opportunities for continuous improvement. Follow district policies and procedures, including those related to health, safety, and licensing requirements for early childhood programs. Complete and submit grades, reports, forms, and other documentation on time. Report suspected abuse, neglect, discrimination, and harassment as directed by district policy. Observe, promote, and support professional rights, responsibilities, and ethical practices. Perform other duties as assigned by administrators.

KEY SKILLS AND CHARACTERISTICS

Perform multiple tasks simultaneously, independently, and collaboratively. Possess adequate language, computation, reasoning, and technological skills to perform the duties of the position effectively. Demonstrate quality character traits, including commitment, dependability, integrity, and fairness. Maintain appropriate confidentiality. Communicate openly, effectively, and professionally in all communication methods, including with young children and their families. Believe in the value of every student and their ability to learn, regardless of developmental stage or ability.

TERMS OF EMPLOYMENT

Nine-month employee. Some teaching positions may require an extended contract. Salary is dependent on education and experience according to the approved salary schedule. Full-time employees are eligible for a benefit package as established by the board of education.

PHYSICAL REQUIREMENTS

Frequently stand, walk, kneel, squat, bend, and sit on the floor to work at children's eye level and in play/instructional areas. Move quickly to respond to the physical and safety needs of young children, including running short distances if a child is in danger. Perform physical management techniques, or de-escalation holds, in accordance with district training when necessary to ensure student and staff safety. Set up, arrange, and put away classroom materials, furniture, and equipment, including lifting and carrying supplies (typically up to 25-35 lbs.). See and hear with sufficient acuity (with or without correction) to continuously monitor the safety and needs of multiple young children at once, including in outdoor and community-based settings. Speak clearly. Manipulate small objects and use hands/fingers with dexterity to support fine motor activities. Tolerate exposure to bodily fluids, allergens, noise, and sensory stimulation typical of an early childhood classroom, following universal precautions. Maintain physical stamina to remain alert and actively supervise children throughout the instructional day, including during transitions and outdoor play. This document describes the general purpose and responsibilities assigned to the position listed under "TITLE" and is not an exhaustive list of all responsibilities and duties that may be assigned or required. The Houston R-I School District Board of Education is committed to maintaining a workplace and educational environment that is free from illegal discrimination, harassment and retaliation in admission or access to, or treatment or employment in, its programs, services, activities and facilities. In accordance with law, the district strictly prohibits discrimination and harassment against employees, students or others on the basis of race, color, religion, sex, national origin, ancestry, disability, age, genetic information or any other characteristic protected by law. The Houston R-I School District is an equal opportunity employer.