Early Learning Center Music Teacher; Preschool & Pre-Kindergarten

Elementary School Educator Responsibilities 1. Classroom Culture & Student Well-being

• Foster Student Belonging:
  Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated.
• Promote Social-Emotional Learning:
  Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student.
• Uphold School Values:
  Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community.
• Implement Culturally Responsive Practices:
  Create a learning environment that is culturally responsive and affirming of students' identities.

• Standards-Based Planning:
  Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum.
• Interdisciplinary & Real-World Connections:
  Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues.
• Collaborative Curriculum Development:
  Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting.

• High-Impact Instruction:
  Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons.
• Differentiated Learning Experiences:
  Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students.
• Flexible Grouping:
  Use data to flexibly group students based on their individual needs, abilities, and assets.
• Technology Integration:
  Integrate technology in innovative ways to enhance daily instruction and student learning.
• Responsive Interventions:
  Respond to learners’ diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions.

• Comprehensive Assessment System:
  Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback.
• Monitor and Adjust:
  Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies.
• Communicate Progress:
  Use assessment data to accurately communicate student growth and achievement.

• Engage in Professional Learning Communities (PLCs):
  Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning.
• Practice Co-Teaching:
  Engage in co-teaching practices and utilize flexible learning spaces with intention and purpose.
• Commit to Continuous Improvement:
  Strive for self-improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals.
• Support School-Wide Programs:
  Cooperate with and participate in the planning and evaluation of the overall school program as needed.

• Extend Learning Beyond the Classroom:
  Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects.
• Build Strong Partnerships:
  Connect with and be available to parents and students during and outside of school hours through in-person meetings and email communication.

The Early Years Music Teacher designs, builds, and facilitates a developmentally responsive music program aligned with SAS’s Institutional Commitments and the Reggio-inspired philosophy of the Early Learning Center. In this role, music is approached as a language for thinking, expression, and connection—supporting children’s agency, curiosity, and sense of belonging.

• Pedagogical Design:
  Design and implement an emergent, inquiry-based music program that aligns with the Reggio-inspired philosophy of the ELC.
• Inquiry-Based…