Early Childhood Center Teacher at The Learning Center for the Deaf Inc

Framingham, Massachusetts, United States -

Full Time

Start Date

Immediate

Expiry Date

20 Mar, 26

Salary

87969.0

Posted On

20 Dec, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

American Sign Language, Early Childhood Education, Deaf Education, Special Education, Reggio-Emilia Philosophy, Classroom Management, Assessment, Instructional Planning, Collaboration, Communication, Professional Development, IEP Goals, Diversity Awareness, Parent Engagement, Behavior Management, Self-Care Assistance

Industry

Non-profit Organizations

Description

Description Spoke ASL-English Classroom Marie Philip School Early Childhood Center Exempt/Salary 11-Month Full-time Salary Pay Range: $58,464.00 - $87,969.00 In-Person American Sign Language Required $1,500 Sign-on Bonus Housing Resources Available Tuition Reimbursement Benefits Options May Include: Health, Dental, Vision, Life Insurance, Employer-Matching 403(b), Generous Time Off Benefits, Flexible Spending and Dependent Care, and more! About TLC: The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click the following link, https://www.tlcdeaf.org/about/pioneer-and-innovator. For our Mission, click the following link, https://www.tlcdeaf.org/our-mission-and-values. TLC Diversity Statement: The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members' diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong. About Marie Philip School: MPS enrolls nearly 150 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model. POSITION SUMMARY: Early Childhood Center Classroom Teachers of the Deaf create, with the students, a community of learners where students feel respected and honored. Following a Reggio-Emilia inspired philosophy, teachers set instructional objectives, design and prepare instruction and plan and implement various supportive activities that meet age-appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals and high standards and expectations to students. Teachers build positive relationships with parents and colleagues, in order to enhance each student’s ability to learn effectively. FUNCTIONS AND RESPONSIBILITIES: Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement. Complies with school, state, and federal policies and procedures and supports the mission of the school. Communicates clearly with students in their first language. Maintains a current working knowledge of best practices of the Reggio-Emilia philosophy, TLC curricula, the MA Curriculum Frameworks, Common Core State Standards, and MCAS procedures. Develops and uses authentic assessment of student learning including documentation of early childhood learning experiences using photos and video. Uses documentation and assessment to drive classroom instruction formative and summative assessments). Plans instruction effectively, engages learners and uses appropriate instructional techniques. Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate. Maintains appropriate classroom standards of behavior, mutual respect, and safety. Makes learning goals clear to the students and maintains high standards and expectations. Promotes confidence and perseverance in the students, while stimulating increased personal responsibility for achieving individual goals. Demonstrates appreciation for and sensitivity to the diversity among individual students. Cooperates in a constructive relationship with parents and is receptive to their contributions. Maintains professional boundaries. Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches. Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills. Plans and completes necessary testing or data collection, documentation, and interpretation of data. Maintains student and staff confidentiality. Maintains a professional appearance in accordance with TLC’s policy. Contributes to self-growth and continuous improvement of the department through active participation in professional development activities and meetings. Writes annual IEP student goals and works steadily to help students attain these goals. Monitors and reports IEP progress quarterly; Attends IEP meetings. Maintains accurate records. Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school. Oversees the implementation of behavior plans designed for individual students, as needed. May be delegated medication administration or certain medical procedure responsibilities if needed by a student under the teacher’s care. May be required to drive students and additional driving responsibilities as needed. Assists students with diapering, toileting and self-care as needed. Some lifting may be required when working with young students or students with special needs, however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety. Perform other tasks as assigned by the Department Supervisor and/or Program Leader. This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Duties, responsibilities, and activities may change or new ones may be assigned at any time with or without notice. The Learning Center for the Deaf provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religious creed, national origin, sex, pregnancy, gender identity/expression, age, criminal record, disability, sexual orientation, familial status, veteran status, marital status and any other legally protected characteristic. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. Requirements Massachusetts State Teacher Certification in Early Childhood Education, Deaf Education, or Special Education (or certification from a reciprocal state) Master’s Degree in Early Childhood Education, Deaf Education, or Special Education A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred ASL Classes may be required based on ASL fluency Written language competency Experience working with young children Familiarity with the Reggio-Emilia philosophy Ability to work effectively as part of an educational team A valid drivers license and a clean driving record PHYSICAL REQUIREMENTS: Must be physically able to perform all duties of the job including frequent lifting, bending, reaching above shoulder level, climbing stairs, pulling, typing, prolonged standing or sitting.

Responsibilities

Early Childhood Center Teachers create a community of learners where students feel respected and honored, following a Reggio-Emilia inspired philosophy. They establish a positive classroom environment, communicate learning goals, and build relationships with parents and colleagues to enhance student learning.