Lead Co-Teacher (3-5 Preschool Classroom)
Creative Scholars Preschool is a small independent preschool in the Bucktown neighborhood. We are a small, collaborative school where we believe that play and child interests drive learning and development. We strive to create a culture of collaboration and reflection among the staff where all staff members are encouraged to think creatively and share their ideas for the school.
- That child development is comprehensive and includes a child’s cognition, social and emotional development, physical development, and intellectual development.
- That play is the medium through which young children learn.
- That the classroom environment is integral in supporting the children’s growth and take care to create and maintain interesting and inviting spaces to play.
- That families are partners in the development process and should be treated with mutual respect and understanding of culture.
- That children are competent, creative, curious individuals with rights as citizens of our school and city.
- In the integration of children from all backgrounds and development.
- That relationships between children and teachers and children and children are central to learning.
We are looking for a lead co-teacher for our 3-5 preschool classroom starting in June.
Teachers must be able to work in a collaborative and reflective team. Under the supervision of the Director, teachers are responsible for creating a warm and inviting environment and planning a curriculum that is responsive to children.
Teachers should have the following dispositions about working with young children:
- Value and promote children’s play
- Curious about the child’s perspective
- Have an image of the child as capable
- Take delight in children’s development
- Show respect for children’s feelings
- Alert to the learning process for each child
- Understand child guidance in developmental context
- Consistently communicate the worth of each child
- Manage the group while giving individual attention
- Promote conflict resolution and problem solving
- Model anti-bias practices and cultural sensitivity
- Speak about children in a strengths-based, rather than deficits approach when problem solving
Teachers should do the following in terms of the environment and curriculum:
- Plan environment with inquiry and discovery in mind
- Environment reflects current group of children
- Environment focuses on children and teacher co-created materials, not store bought materials
- Environment has elements of home and beauty (lights, cozy spaces, decorations)
- Develop curriculum around children’s interests
- Reflect on children’s interests and actions when introducing new materials
- Provide multiple opportunities for children’s representations
- Document, analyzes, and plans from observations
- Teach academic skills in a context, not out of context
- Scaffold learning with questions, props, coaching
- Document evolution of learning and projects (portfolios, seesaw, wall panels)
- Create visual evidence of life and history of children
- Develop an inclusive classroom culture
When working with families, teachers should:
- Build relationships
- Seek to reflect family life in classroom
- Communicate details of child development
- Communication value of children’s play
- Have genuine empathy for parent perspectives
- Be self-confident and articulated when challenged
- Present self as a professional ally of parents
- Gain confidence and respect of parents
- Consistently communicate with parents with both positive experiences and challenges
When working with Coworkers, teachers should:
- Seek collaboration in developing ideas and understanding
- Mentor and coach before criticizing
- Participate in staff discussions and group processes
- Practice conflict resolution rather than avoidance
- Model and promotes self reflection
- Encourage leadership and self-care
- Consistently seek feedback and peer support
As a professional, teachers should strive to:
- See self as a member of a profession rather than just someone doing a job
- Be willing to take risks and make mistakes in order to grow
- Take time for regular self reflection and self-examination
- Make progress on self-defined short and long term goals
- Be in the wider early childhood community
- Articulate the details of learning in children’s play
- Keep current with developments in the profession
- Keep a professional portfolio of work samples
- Regularly read professional literature
- Attend workshops, webinars, conferences to enhance learning and interests in the field
- Have a bachelor’s degree in Early Childhood Education or related field
- A minimum of 6 credits must be in early childhood education/child development
- Must be physically able to lift children and sit/squat at a child’s level
Preference Given to applicants who are Illinois DCFS director qualified.
Salary is dependent on experience.
Please contact Megan Sexton at firstname.lastname@example.org to apply.