Extended Term Substitute, Kindergarten Teacher (May-June 2024)

Position : Extended Term Substitute, Kindergarten Teacher

Available May 2024 through no later than June 30, 2024

Fletcher-Maynard Academy

The Fletcher-Maynard Community :

The Fletcher Maynard Academy serves children and families from every Cambridge neighborhood and from over 35 different countries.

At the Fletcher Maynard Academy, we nurture not only our children’s curiosity and intellectual skills, but also their healthy social and emotional development.

Fletcher Maynard Academy families, teachers and staff members work together to foster a sense of safety and belonging and to support students in developing a sense of civic responsibility and an appreciation for people with different origins, identities, beliefs and learning styles.

We strive to promote a sense of community, where all adults and children feel respected and appreciated. The Fletcher Maynard Academy follows an inclusion model, with English learners and students with disabilities learning alongside their general education peers with support from special educators, ESL teachers, related service providers, and interventionists.

The Opportunity :

The Fletcher Maynard Academy is seeking an innovative and collaborative practitioner to join our community as the lead teacher in our Kindergarten classroom.

This is an exciting opportunity for a teacher who wants to inspire young learners through authentic student-centered literacy, mathematics, science, and social studies units, in accordance with school, district, and state guidelines.

We are eager to identify an individual who is able to collaborate effectively with the other members of our staff, sees themselves as a learner, and can balance both the rigorous responsibility as well as the joy of working as part of a PreK-5 school.

The Fletcher Maynard Academy serves children and families from a diverse range of racial, cultural and linguistic backgrounds.

We recognize that elementary-aged children benefit from seeing themselves reflected in the adults around them and we are eager to field applications from a range of candidates whose backgrounds mirror the diversity of the students we serve.

The successful candidate will possess a strong conceptual understanding of literacy, mathematics, social studies, and science instruction at the elementary level, as well as effective techniques for engaging young learners through an online format.

This individual will work under the general supervision of the principal and assistant principal. May perform related duties as assigned.

Your Skill Set :

As the incoming Extended Term Substitute Kindergarten Teacher, you will possess many, though perhaps not all, of the following characteristics and qualifications :

• Preferred Massachusetts teaching certification / licensure in Early Childhood Education (PreK-2)
• Additional license / certification in Special Education (Moderate Disabilities) preferred.
• Sheltered English Immersion (SEI) Endorsement preferred.
• Bachelor’s degree from an accredited college or university required.
• Ability to foster a welcoming, nurturing, and engaging classroom environment, and to promote positive academic growth through the planning and delivery of rigorous, joyful, and culturally-responsive instruction to students representing a diverse range of learning needs (including English learners and students with disabilities).
• Previous and successful experience working in a diverse urban public elementary school setting and demonstrated implementation of equity-driven practices that acknowledge and support students from diverse ethnic, cultural, and socio-economic backgrounds.
• Ability to manage a safe and effective classroom environment through positive routines and instructional practices that foster a sense of belonging, establish high expectations, promote collaboration, and encourage children to manage their own learning;

Familiarity with the Responsive Classroom model preferred.

• Ability to design, administer, and analyze a variety of informal and formal assessments to inform instructional next steps and create small groups for targeted instruction.
• Ability to collaborate effectively with teaching colleagues, specialists, instructional coaches, administrators and parents.
• A commitment to social justice and a willingness to collaborate with other members of the school community to understand and address the effects of implicit racial bias.
• Demonstrated interest in actively pursuing ongoing professional development and learning opportunities to improve quality of practice and expertise.
• Experience facilitating remote learning through the use of both synchronous and asynchronous online activities.
• Ability to speak Spanish, Amharic, Arabic, Bengali, or Chinese is a plus.
• Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice.
30+ days ago