Montessori Guide (Substitute Guides Also Apply Here)

Minimum Qualifications:

• Bachelor’s Degree or higher from an accredited institution.
• Hold Montessori Credentials from a MACTE-accredited training program in a minimum of one, program level relevant to the position for which you are applying.
• Be willing to acquire your WA State teaching certification through sponsorship by PCM, if not already in possession. (Preferred: Northwest Educational Development (NWED) or Montessori Northwest - Whitworth). PCM will pay for the program. Self-paced and to be completed within 2 years.
• Satisfactory outcome of Washington State OSPI-sanctioned fingerprinting background check. Paid by candidate (approximately $60.00).

Major Responsibilities and Duties:

The following outlines the general purpose and responsibilities and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required. Please note, in the event that one feels challenged by any of the below listed instructional practices, personalized and school wide professional development will be employed to calibrate the team for the school year and professional development will be expanded on and reflected on throughout the year to support growth.

Instruction

• Prepares and maintains the physical environment to support high-fidelity Montessori and student flourishing.
• Works with the classroom assistant to maintain a positive, productive, and safe learning environment through effective classroom management strategies
• Engages in collaborative Lesson Study to develop rigorous and relevant lesson alignment among classrooms
• Implements lessons and lesson plans with fidelity, maintaining a growth mindset and seeking support from the MC and peers
• Modifies instruction to meet the needs of students with diverse backgrounds and abilities
• Uses data to help identify students with exceptionalities and engages in the Child Study process with respective team members
• Engages with the classroom assistant and SPED program manager when interventions are needed to ensure all are working together as a collaborative unified front of support
• Engages in collaborative project-based project planning for personalized student-led community or service projects and going outs (support provided through Backpack Science and Teton Science Schools Place Network.
• Engages in frequent observation and feedback cycles with the MC and peers.
• Maintain an annual growth plan for deep engagement in a continuous cycle of improvement supported by the MC and HOS.
• Works in concert with the administrative team to ensure successful implementation and maintenance of school wide System of Justness (through the Nautilus approach - training provided).
• Actively supports and participates in the annual Outdoor Sciences School (and camping trip for Upper/Older Elementary students).
• Assumes other duties as necessary to equitably support the team in a dynamic, start-up environment

Peer Coaching and Professional Learning Communities

• Participates as a Professional Learning Community member in curriculum-focused meetings and lesson study.
• Supports self and others in playing to and featuring individual strengths.
• Collaborates with other Leadership Team members to build and maintain consistency, coherence, and continuity within and across programs in the school community.
• Engages in peer classrooms visits throughout the year and engages in reciprocal coaching.
• Adheres to group norms and works with other staff to create strong boundaries with families and school to maintain a healthy work-life balance.

Family Support

• Recognizes families as resources and partners.
• Maintains a positive and productive relationships with families by engaging in such practices as calling family members, supporting students in maintaining a newsletter, and supporting students to take home and return portfolios of work
• Provides meaningful information weekly through Transparent Classroom to families regarding student progress
• Hosts one Parent University per trimester
• Guides 1 student-led classroom visit per trimester
• Engages with the team to host 1-2 open house events per year
• Attends major school events

Communications and Community/Family Relations

• Supports and helps maintain a healthy and productive mindset among staff, students, parents, and the community, around standardized testing and helps them to re-envision assessment and how data is used.
• Communicates and interacts in a way that reflects and supports the decisions in the implementation of school policies
• Acts as a PCM ambassador to build community within and outside the school and help inform people about the power of Montessori education.

Snapshot of our Philosophy on Leadership and Appraisal

PCM founders are not only committed to serving all students and guiding them to develop to their full potential but are equally committed to the same endeavor for PCM staff. PCM employs practices and tools from National Center for Montessori in the Public Sector's (NCMPS) Assessment Playbook to support staff in reflection and engagement in a continuous cycle of improvement. The Playbook tools are specific to developmental models and are tailored to requirements for operation of a high-quality public Montessori program. All personnel will be trained in use of these tools, not only to understand how they are administered but also to obtain a broader picture of how their role fits in and supports other roles within the PCM program.

Educators are professionals and deserve that immediate respect. PCM founders believe that for educators to feel truly valued, they must be treated as the professionals they are. To this end our leadership model includes teachers as part of our leadership team. Our leadership team collaborates weekly to discuss students, examine available data, identify student and program needs, plan interventions, and ensure we are all working cohesively to create a consistent high-quality experience for all PCM students and families.

That said, professionals from any career field need continuing education opportunities and benefits from though-partnership and alternative viewpoints to continue to grow and flourish. PCM supports with strategic partnerships, employment of a Montessori Coach, and cultivation of a professional learning community within the school that offers opportunities to spotlight individual strengths. Our appraisal system supports this philosophy and outlook. The appraisal system is not punitive or perfunctory in nature, but rather will be used as a tool for holding high expectations, making those expectations transparent to all, and constructing a staff culture of excellence and collaboration with a unified vision of quality and commitment to high-fidelity Montessori.

Equal Employment Opportunity

Equal employment opportunity and respect in the workplace are fundamental principles at PCM. PCM prohibits and does not tolerate harassment, intimidation, bullying, discriminatory, or retaliatory behavior. All aspects of employment are based upon personal capabilities and qualifications.

Statement of Nondiscrimination

PCM shall not discriminate in any programs or activities or against any student, employee, or any other person on the basis of age, sex, race, creed, belief system/religion, color, marital-partnership status, status as a victim of domestic violence, national origin, alienage or citizenship status, veteran or military status, sexual orientation, gender expression, gender identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal, and provides equal access to the Boy Scouts and other designated youth groups. Furthermore, PCM shall not discriminate on any other ground that would be unlawful if done by any other public school. PCM shall take all steps necessary to ensure that discrimination does not occur, as required by state and federal civil rights, and anti-discrimination laws.

For any questions, concerns, or to report violations, please contact one of the following coordinators:

• Title IX/Sex Equity Officer & HIB Compliance Coordinator/Officer – Jared Kuhn –JaredK@myPCM.org

• Gender Inclusive School Coordinator - Laylah Bewick - LaylahB@myPCM.org

• Civil Rights Compliance Coordinator - Jill Stansbury - JillS@myPCM.org

• Section 504 & IEP Program Manager - Emily Klein - EmilyK@myPCM.org

• Homeless/McKinney Vento Liaison – Michael Moll-Fuller – MichaelM@mypCM.org

• State Assessment Coordinator – Laylah Bewick – LaylahB@myPCM.org

Pullman Community Montessori | 115 NW State St, STE 212, Pullman, WA 99163 | (P)509-336-5909