Partner Teacher-English-side Kindergarten

Dual Language Partner Teacher Job Description Prerequisite experience: •Associates Degree •Rhode Island Teacher assistant certification •Prior experience working with children •Preferably bilingual Spanish-English Partner Teachers at the International Charter School value bilingualism and multiculturalism. They strive to foster a life-long love of learning in students. They demonstrate high levels of knowledge, skills, abilities, and commitment to support and teach their students to become effective communicators who will use verbal, written, artistic, and technological forms of communication to give, send, receive, and interpret information in two languages: English and Spanish or English and Portuguese. They participate as members of a community of learners. They must contribute as members of a collaborative work environment and work to foster an environment free of bias, prejudice and bullying. Specific Responsibilities of the Partner Teachers: 1. Support teachers and students in the implementation of the International Baccalaureate educational program in language of instruction (Spanish, English or Portuguese) for children at the International Charter School. •Support students with individual needs, interests, and abilities within the ICS curriculum in an inclusive manner, by differentiating instruction. •Support teachers in implementing curricular goals and objectives •Support teachers in facilitating the physical, social, emotional, cognitive and reflective development of students that is informed by the way children develop emotionally and cognitively. •Support teachers in administering ongoing authentic and formal assessments to monitor children’s growth, development, strengths, and needs, that inform instruction (e.g., rubrics) •Foster development of independence in students. •Capable of handling multiple projects and responsibilities, while often collaborating with colleagues and other partner teachers. 2. Support in the creation of a classroom environment conducive to learning. •Contribute to a caring classroom climate that adheres to The Responsive Classroom approach. •Support students in adhering to the school-wide expectations in a proactive and responsive manner. •Model pro-social behavior in the classroom. •Help to maintain an organized classroom with all materials accessible to children. •Communicate maintenance and repair needs to the appropriate parties. •Notify the appropriate staff member when consumable materials and supplies are needed and participate in ordering, as needed. 3. Communicate with families of the International Charter School. •Interact with families in a caring and professional manner. •Integrate parents’ contributions to the curriculum as appropriate, maximizing the socio-cultural attributes each child brings to the classroom. 4. Participate in the governance, evaluation, and development of the International Charter School. •Attend and participate in staff meetings to discuss various aspects of the program. •Work collaboratively with other teachers, families, community members and the Director to develop and implement projects, policies, vision, mission, regulations, and rules of ICS. •Contribute to the ongoing evaluation and improvement of the International Charter School. •Communicate concerns and ideas with colleagues, parents, students, and community in a positive, solution-oriented manner. 5. Be aware of and contribute to program support and record keeping requirements. •Show flexibility in meeting the International Charter School’s scheduling and emergency needs. •Maintain confidentiality. •Keep informed by reading school communications. •Respond to requests for information in a timely manner. 6. Participate in ongoing personal and professional development. •Conduct ongoing self-evaluation to identify areas for continual improvement. •Take responsibility for own professional growth by participating in professional development activities provided by ICS and actively seek out ways to improve teaching practice. •Utilize the coaching model, peer observation, and mentoring resources to improve upon one’s own practice.