Early Childhood Science Teacher

Purpose: An ESD Early Childhood Science Teacher is a passionate educator with comprehensive knowledge of early childhood development who employs a variety of teaching tools and methodologies to educate students in Beginner (3’s) – Kindergarten/Primer in a robust science and design thinking learning program. This teacher will be responsible for developing and implementing an articulated, project-based science curriculum. The ideal candidate is a passionate master science teacher who possesses a broad and deep knowledge of how children learn science in a hands-on classroom and lab environment, as well as how to critically assess learning in all areas of science. This teacher must be able to work collaboratively with others to build a culture of interdisciplinary learning and to modify curriculum to meet the unique needs of every child.

Essential Functions:
Promote the best interests of each child in the Lower School within the context of the Mission Statement and the Founding Tenets
Create and implement engaging, hands-on science learning experiences for students that reflect developmentally appropriate skills, a logical sequence of topics and reasonable student assessments
Develop a project-based, articulated curriculum that challenges each student and includes clear learning outcomes for students and parents
Partner with the Design Lab teacher to introduce the tenants of design thinking
Manage science materials
Use appropriate technology in support of the curriculum
Engage in curriculum development as necessary
Engage in reflective practice and professional development
Cultivate a culture of interdisciplinary science learning
Collaborate with homeroom and other science teachers
Implement ESD learning and teaching priorities
Participate in outdoor education program with each grade level

-Communicate effectively with students, parents, and colleagues
Conduct a Parent Orientation meeting in the fall with homeroom teachers
Attend parent conferences on scheduled family conference days, convene or attend additional meetings as needed in individual cases
Make phone calls and/or send emails to parents, tutors and support personnel to ensure honest, open and regular lines of communication
Write report cards with thorough, positive and honest comments each trimester. Reports should be specific to give the parents a clear understanding of a student’s skills, strengths and weaknesses and should include recommendations/suggestions for improvement. Spelling, grammar and content should be of professional quality.
Work closely with colleagues to build the school’s curricular initiatives
Provide regular curricular updates via classroom newsletter

-Participate and engage in professional activities and gatherings at team, departmental, divisional, and school-wide levels
Complete recommendations for educational testing and for admission to other schools
Attend regularly scheduled grade level meetings and cross-grade level meetings

-Other duties and responsibilities:
Attend a chapel service daily
Keep a current substitute folder at all times
Keep permanent student files current
Prepare classroom and attend all meetings during scheduled in-service
Complete all end of year responsibilities and submit checklist before leaving for summer vacation

Perform other duties and responsibilities as assigned

Abuse Risk Management Standards:
Adheres to policies related to boundaries with students.
Attends required abuse risk management training.
Adheres to procedures related to managing high-risk activities and supervising students.
Reports suspicious and inappropriate behaviors.
Follows mandated abuse reporting requirements.

Working Environment:
Occasional lifting, carrying, pushing, and/or pulling.
Generally, 40% sitting, 40% walking, and 20% standing.
Minimal temperature variations (regular exposure to outside temperatures)
Off-site travel to include rustic environments and occasional overnight trips
Generally, a hazard-free environment.

Requirements
3+ years of teaching and inspiring students to be confident scientific thinkers preferred
A degree in education, science education, or learning sciences
Experience in designing and implementing a 21st Century global, interdisciplinary, project-based science curriculum
Broad knowledge of the development of young children
STEM experience
Ability to design a classroom environment that generates joyful learning
Demonstrated record of effective differentiating instruction and use of instructional technology
Strong interpersonal and organizational skills
Demonstrates patience, creativity, optimism, resilience, and adaptability
Ability to communicate clearly and effectively with various school constituents
Technological proficiency expected, as well as a demonstrated capacity to learn new technology, as necessary (i.e. Google Apps, Schoology, iPads, and Chromebooks)

The Episcopal School of Dallas is a faith-centered, co-educational, college preparatory, independent day school with students age 3 – Grade 12. The policy of The Episcopal School of Dallas is to recruit, hire, train and promote employees without discrimination based on race, sex, sexual orientation, age, religion, national origin, veteran status, disability or any other status protected by law. In our recruitment practices, we strive to create a diverse school community whose members embrace the Mission and Vision Statement of the school.

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