CCS is looking for certified head teachers to join our school this August. Several age groups possible.
The Children’s Community School is a learning community in West Philadelphia that honors and empowers children to engage their whole selves in education. Our children (18 months through 5 years old) engage their bodies, minds, and emotions to make meaning, form relationships, and develop an understanding of themselves as active members of a community. Our teachers value deep collaboration and ongoing learning, and our staff works together to support each other and build connections with families and our local community. For more information about our school, see childrenscommunityschool.org.
We’re looking for energetic, committed teachers to join us in creating the school community we envision. In addition to creating curriculum, observing and assessing children’s learning and development, and communicating with families, our staff works together to actively improve our school. We support each other in ongoing professional development to improve our teaching, and we work collaboratively on efforts to better our school community—for instance, our ongoing efforts to work toward racial and economic justice.
We are looking forward to accepting PreK Counts funding starting fall 2023; we are looking to hire certified head teachers now to help us make that transition.
Please carefully read the entire job description (below), then email your résumé and cover letter to email@example.com. Your cover letter should be between half a page and a page, single spaced, and include
what you view as the role of the early childhood educator
something specific from this ad or our website that makes you think you would be a good fit for our school
We look forward to hearing from you!
Head teachers are committed educators and lifelong learners who work as a team to support children, families, colleagues, and the school. Head teachers hold primary responsibility for care of children in the mornings and early afternoons; creating and implementing high-quality curriculum; assessing and communicating about the needs of children; and communicating with families. They share responsibility for building relationships with and teaching children, as well as guiding their behavior.
Ensure health and safety—ensure that children are physically cared for and safe, including supervision, feeding, bathrooming, and ensuring a safe environment
Relationships with children—build trusting, communicative, supportive relationships with children; actively engage children in learning and school activities
Guide behavior—support children in learning to behave in self-controlled, socially-appropriate ways, using methods in line with the school’s teaching philosophy
Create positive environments—create classroom routines and culture that support a learning community; create physical environments (materials, layouts) that support a learning community
Create curriculum—plan and implement developmentally appropriate, play-based, emergent, project-based curriculum that continually supports children’s growth in all learning areas (mindfulness and emotional development; community and social development; inquiry and cognitive development; justice; literacy; math; and physical development); create documentation of learning
Assess children—observe and document children’s strengths and needs; communicate with families about their children’s development, both in planned formal contexts (conferences, written narratives) and unplanned or informal contexts (phone calls and meetings as needed); integrate plans to meet children’s needs through curriculum
Build relationships with families—serve as the primary point of contact between the family and the school; communicate with families as a group (e.g. writing daily emails, school events) and as individuals (e.g. assessment and other communication as needed); work to build relationships between families and the school, and between families and each other
Work collaboratively with colleagues—cooperate with other teachers (both on the teaching team and throughout the program) and administrators in implementing all aspects of the job responsibilities; collaborate with non-staff adults (e.g. subs, student teachers, service providers, etc.) to meet the needs of children and colleagues
Supervisor junior teaching staff—In classrooms with associate teachers, assistant teachers, or student teachers, head teachers serve as mentors, supports, and direct supervisors
Demonstrate leadership—Work toward the best interests of the school; model professionalism; actively seek opportunities for individual and collective growth
Continually improve practice—In an ongoing manner, evaluate and improve existing teaching practices, and seek and implement new practices; learn collaboratively with colleagues and children
Care for the school—Ensure that the school and its spaces stay clean, organized, safe, and prepared for children’s use
Communicate—Participate in frequent, regular, prompt, and respectful communication with colleagues and families, including in-person, phone, and email communications
Demonstrate good work habits—including reliability, flexibility, and communication
Distance education—During periods of closure due to COVID, participate in delivering developmentally appropriate learning experiences to children at a distance, including creation and distribution of videos and written activity plans, synchronous video and audio communication with children and families, increased collaboration with other staff members via computer, and a variety of other adaptation.
Schedule and calendar
This is a salaried, full-time (40hr/wk) position.
The annual contract begins August 15 (August 13 for new staff) and ends August 14.
The annual contract includes paid vacation (2 weeks winter break, 1 week spring break, 6 weeks summer break)
Weekly Hours (September through June)
Daily 8:15am–3:00pm—“on the floor” (includes 30min paid break)
Daily 3:00–3:45pm—team meeting and prep
Wednesdays 3:45–5:00pm—staff meeting
“Teacher Preparation”—The last two weeks in August and the first week of July, 8:00am–4:00pm daily
7 professional development days throughout the year, 8:00am–4:00pm
~10hr/year attending school events. Presence (in person or online, TBD) is required at Back to School Night, and at least one other school event outside regular hours (the Pancake breakfast, the Spring Thing, the Campfire Singalong, etc.—see school calendar for dates)
Family-Teacher Conferences—On two evenings (November and February) head teachers are expected to stay until at least 8pm to hold conferences with families; they will be granted a morning off the same week.
Total: ~1730 hours per year
$43,529/year (equivalent of $25.16/hour), salary spread across 12 months (see Teacher Pay Scale 2021-22 for more information)
Includes health and dental insurance, paid time off, family and disability leave, reduced tuition, and more; see Employment Benefits document on our website
Provisions for COVID
During periods in which the school or the employee’s classroom is closed due to COVID
The employee’s hours and labor expectations will follow the Labor Expectations During COVID Closure policy, including a general expectation of working ~75% of contracted hours, on roughly the same schedule as their in-person hours.
The employee will receive 90% of their regular pay.
During periods in which the employee’s classroom is open but the employee is not able to work in person due to COVID-related situations, the employee may be eligible for additional paid leave, per federal law.
The Children’s Community School is an equal opportunity child care provider and an equal opportunity employer. Our policies, procedures, and practices are designed to prohibit discrimination on the basis of race, ethnicity, color, religious creed, disability, ancestry, national origin, age, marital status, sex, gender, or sexuality. We strive to create a just and diverse school community. We encourage people of color, men, and LGBTQ people to apply.
REQUIRED CRITERIA—We will only consider candidates who meet all of the following criteria.
Pennsylvania instructional certification in early childhood education (Level I or Level II) (N-3 Instructional Certification or PK-4 Instructional Certification)
Demonstrated ability to form strong relationships with children and their families
Experience working to meet the emotional, social, and cognitive needs of young children, preferably in a school setting
Demonstrated ability to be reflective, adaptive, flexible, and resilient in work situations
Demonstrated view of children as active, powerful learners
Demonstrated ability to work closely and collaboratively with colleagues
View of teaching as a lifelong craft and ongoing learning experience
Clear written and verbal communication skills
Ability to lift, move, and hold children and objects up to 40 pounds. Ability to engage in full range of motion to lift, reach, squat, climb, sit, and otherwise fully participate in classroom activities. Ability to supervise and interact with children in all learning spaces for extended periods, including outdoors in a variety of weather conditions.
Will pass and provide mandated background checks before beginning employment.
DESIRED CRITERIA—The ideal candidate will possess most of the following qualities.
Experience with PreK Counts
Demonstrated commitment to social justice
An approach to teaching that centers on children as active, powerful, collaborative learners who can drive curriculum and learning (for instance, a constructivist or social-constructivist philosophy, experience with Waldorf or Reggio-inspired pedagogy, etc.)
A demonstrated belief in the importance of children’s social and emotional development
Demonstrated ability to guide children’s behaviors, as individuals and as a group, using positive approaches to communication, boundaries, and routines
Knowledge of child development (for instance, developmentally appropriate expectations)
Skill in observing children and interpreting their behavior, and using observations to show children’s learning and thinking
Experience implementing emergent or project-based curriculum (i.e., curriculum based on developing children’s interests, Reggio-inspired curriculum, etc.)
Experience working with communities of color, multicultural communities, or diverse groups
Experience working with families or communities in West or South Philadelphia
Strong skills and experience in communicating through writing