Preschool (Junior Kindergarten) Assistant Tea

Preschool (Junior Kindergarten) Assistant Tea Greensboro Day School - 3.9 Greensboro, NC Job Details Full-time 2 days ago Qualifications Student performance assessment strategies Outdoor work Interactive learning teaching method First aid Bachelor's degree Curriculum implementation Safe environment creation Preschool teaching Lesson planning Student advising Classroom behavior management Classroom Teaching Collaborative teaching Communication skills Entry level Full Job Description

REPORTS TO

Preschool Director

FLSA JOB CLASSIFICATION

Non-Exempt, 10 Month Position

JOB PURPOSE

Greensboro Day School seeks an experienced early childhood educator for a full-time Preschool (Junior Kindergarten) Assistant Teacher position for the 2026-2027 school year. Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research. The Preschool Assistant Teacher is responsible for supporting the Preschool Homeroom Teacher in all areas.

PRIMARY RESPONSIBILITIES

Prepares and assists with organization of classroom materials (e.g., makes copies and files paperwork) Supervises students during transitions from the homeroom classroom to other locations, recess, and lunch Assists the homeroom teacher in planning, implementing, and assessing student learning Implements curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages Uses varied methods of instruction and assessment that are in accordance with the School's mission, Diversity Statement, educational philosophy, and departmental curriculum and competencies Supports the alignment of curriculum with teachers of the same grade level or course Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student's learning potential Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning Clearly defines and communicates expectations for student success Supports the use of assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning Understands the strengths and growth areas of each student Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook

ADDITIONAL RESPONSIBILITIES

Shares in the day-to-day life of the school community, which could include serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) Is active and present as a GDS community member by participating in school functions and students' extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind Teacher Competencies Kid Champion Chief modeler of respect, responsibility, kindness & integrity Intellectually Curious Lover of learning for self and students Curriculum expert Culturally competent Proactive, Effective, & Professional Communicator Reflective Responsive Patient Position Requirements Bachelor's Degree preferred Successful teaching experience (minimum two years preferred)

WORKING CONDITIONS

Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time.

PHYSICAL REQUIREMENTS

Teachers of young children must be able to assist the children in toileting, hand washing, nose-blowing, etc. They must be able to move quickly and frequently from standing to sitting with ease, lift up to 50 pounds, and sit on small chairs and the floor. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis.

DIRECT REPORTS

There are no direct reports for the Preschool Assistant Teacher.