PreK Teachers SY22-23
ABOUT PERRY STREET PREP
Perry Street Prep serves 400+ elementary and middle school students in Northeast DC. We are a community of diverse learners, with students from all eight wards of the city, that builds relationships with families and empowers students to be college-ready and to thrive in a global society. Our goal is to provide every student, PreK-8th grade, with the knowledge, the attitudes and the support they will need to succeed in rigorous high schools and beyond.
Perry Street Prep students have PRIDE: perseverance, respect, integrity, dependability, and excellence. Our school culture emphasizes PRIDE qualities, and our faculty and staff help our students strive to embody them.
Our diverse, committed, and driven staff have led Perry Street Prep to become one of the highest performing schools in Washington, DC. In 2019, we earned the distinction of Tier I, the highest performance rating given by the DC Public Charter School Board, designation as an ESEA Distinguished School by the Office of the State Superintendent of Education for exceptional student achievement by our students with disabilities, and the selection as a 2019 Bold Performance School by EmpowerK12.
For additional information about Perry Street Prep visit pspdc.org.
ABOUT THE POSITION
We are recruiting PreK3 and PreK4 teachers for the 2022-23 school year. Our early childhood program is exclusively for three-and four-year-old children to explore the uniqueness of a pre-kindergarten experience.
Teaching positions at Perry Street Prep are full-time, salaried, 10-month positions, and we expect teachers to provide in-person instruction for the 2022-23 school year.
PreK teachers at Perry Street Prep are responsible for the following:
Duties and Responsibilities
- Establishes rich and engaging physical learning environments:
- Creates a safe, clean, thematically based, attractive and engaging centers-based classrooms that encourage both exploration and complex play.
- Ensures the classroom contains sufficient supplies and materials for the weekly plans and for all components of the day, and that unit materials are inventoried before and after each unit.
- Encourages children’s ownership and contributions to the classroom environment.
Creates environments and instructional opportunities that meet the needs of diverse learners:
- Demonstrates an understanding of the problem-solving Response to Intervention (RTI) Instructional model.
- Actively seeks out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom.
- Uses a variety of observational and direct assessment tools in collaboration with ECR standards to determine children’s varying needs and opportunities.
- Uses information and data from a variety of sources in order to differentiate instruction for all children
- Establishes clear behavior expectations, rules and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior.
- Actively supports the diversity of learners in their classrooms (e.g. cultural, linguistic and academic diversity).
- Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others.
- Collaborates and cooperates with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed.
Supports the development of young children:
- Plans adequate time for student talk and encourages children’s language use throughout the day.
- Plans and integrates instructional activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum.
- Skillfully and systematically motivates students to participate in activities that support the development of their early literacy skills.
- Implements instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize and evaluate.
- Intentionally provides modeling and support for children’s expressive and receptive language throughout the school day.
- Intentionally and systematically implements direct instructional opportunities and provides modeling and practice opportunities for activities that promote children’s social and emotional development throughout the school day.
- Plans and implements intentional, systematic, playful and engaging activities that support the development of the above skills.
Collaborates with families and communities to support children’s social, emotional and cognitive development:
- Actively seeks to make connections with their children’s family members and other important people in their children’s lives.
- Solicits parents and community members to share their skills, experiences and cultures in the classroom.
- Regularly communicates the school’s and individual children’s educational goals and progress to families.
- Supports school-wide family engagement activities (i.e. planning, communicating, and/or leading) and participates in at least one family event each month.
Contributes to a community of practice:
- Plans collaboratively and shares ideas and resources with the instructional team.
- Share best practices with others throughout the network and with Perry Street Prep leadership.
- Actively participates on at least one site-wide committee.
- Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching.
- Guides professional development and growth of teaching assistant and helps team members meet professional goals.
- Actively participates in school and network based professional development opportunities provided and seeks out additional professional development.
- Incorporates coaching and feedback from regular observations conducted by Instructional Leader and Perry Street Leadership Team members.
- Communicates professionally and constructively with colleagues.
Fulfills the standards of professionalism including appropriate dress, attendance and timeliness.
- Participates and collaborates with families in the Kindergarten Transition process and is informed of local DCPS and Public Charter Schools and private schools within the District (Pre-K teachers only).
- Bachelor’s degree in elementary education, reading, psychology, human development, early childhood education or a closely related field.
- Two or more years of successful professional teaching experience.
- Demonstrated leadership experience, organizational skills and communication abilities to lead or co-lead the instructional team.
- Must receive a passing score on the *Praxis II: Early Childhood Education (test code 5025) by the start of the school year or within 60 days of hire date, whichever comes first. *Previous Praxis Early Childhood or Elementary Content Knowledge accepted) (10014).
- Demonstrated sensitivity to linguistic, cultural, social, economic, individual and role differences among persons and families served.
- Spanish language skills a plus.
COMPENSATION AND BENEFITS
Perry Street Prep offers a competitive salary commensurate with experience and a comprehensive benefits package.
HOW TO APPLY
Do you believe that every child deserves the right to a high quality education? Do you want to prepare students for unlimited global opportunities? Apply today!
NO PHONE CALLS PLEASE.
In accordance with Mayor's Order 2021-109, Perry Street Preparatory Public Charter School requires all staff to provide proof of full vaccination against COVID-19 or obtain an approval for exemption due to medical or religious reasons by November 1, 2021.
Perry Street Prep is an Equal Opportunity Employer. The School’s EEO policy prohibits discrimination in employment based on race, color, religion, national origin, disability, sex, age, sexual orientation, marital status, or any other basis prohibited by applicable law. Perry Street Prep prohibits discrimination against individuals with disabilities and will reasonably accommodate applicants with a disability, upon request, and will also ensure reasonable accommodation for employees with a disability. Under this policy, equal employment opportunity is required in recruitment, hiring, training and development, promotion, termination, compensation, benefits, and all other terms, conditions, and privileges of employment as required by applicable law.