Address
Form of workDescription
Position at Bellevue Children's Academy
Preschool Assistant Teachers
REPORTS TO: Head of School
STATUS: Exempt/Salaried
DIRECT REPORTS: No
NUMBER OF ROLES: Multiple
ANTICIPATED START: August 2022
We Invite...
Motivated, innovative Preschool Assistant Teachers who are passionate about early childhood education for children ages 3-4 to apply to join our growing International Baccalaureate World School for the 2022-23 school year and beyond.
About BCA/WPS
Bellevue Children's Academy (Preschool-4) & Willows Preparatory School (5-12) is a private school for children in Preschool through 12th grade with an enrollment of more than 1000 students. We offer an individualized and coordinated IB curriculum from Preschool-12 with an emphasis on core academic subjects. Our students are academically advanced, working one to two grade levels ahead of state expectations. Our curriculum is set against international standards, not state standards, further preparing our children to be dynamic and advanced thinkers and learners. Our class sizes are small and do not exceed 15 students. BCA/WPS is a member of the International Schools Partnership (ISP), a consortium of 50 high performing international schools located across the globe.
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
Teacher Profile:
You enable your Preschool students to learn in a safe, open, caring, collaborative and inclusive atmosphere. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.
Shared Ideas. You know and model your school's values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.
A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,
Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalized needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching.
Evidence of Learning. You gather, document and analyze evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students' learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: "What are my students learning?" and "How do I know?".
Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.
Learning Spaces. You create and use spaces to support and demonstrate the school's shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development.
In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child's learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school's shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school's learning community.
Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school learning improvement planning where possible and view the school's learning improvement plan as the central focus for getting better together.
Key Responsibilities
Knowledge, Skills and Abilities
Experience and Requirements
Opportunities for the Successful Candidate
E-Verify Participation:
ISP U.S. participates in E-Verify and will provide the Federal Government with your form I-9 information to confirm that you are authorized to work in the U.S.
BCAWPS & ISP Commitment to Safeguarding Principles
BCAWPS & ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years' employment history.
Position at Bellevue Children's Academy
Preschool Assistant Teachers
REPORTS TO: Head of School
STATUS: Exempt/Salaried
DIRECT REPORTS: No
NUMBER OF ROLES: Multiple
ANTICIPATED START: August 2022
We Invite...
Motivated, innovative Preschool Assistant Teachers who are passionate about early childhood education for children ages 3-4 to apply to join our growing International Baccalaureate World School for the 2022-23 school year and beyond.
About BCA/WPS
Bellevue Children's Academy (Preschool-4) & Willows Preparatory School (5-12) is a private school for children in Preschool through 12th grade with an enrollment of more than 1000 students. We offer an individualized and coordinated IB curriculum from Preschool-12 with an emphasis on core academic subjects. Our students are academically advanced, working one to two grade levels ahead of state expectations. Our curriculum is set against international standards, not state standards, further preparing our children to be dynamic and advanced thinkers and learners. Our class sizes are small and do not exceed 15 students. BCA/WPS is a member of the International Schools Partnership (ISP), a consortium of 50 high performing international schools located across the globe.
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
Teacher Profile:
You enable your Preschool students to learn in a safe, open, caring, collaborative and inclusive atmosphere. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.
Shared Ideas. You know and model your school's values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.
A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,
Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalized needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching.
Evidence of Learning. You gather, document and analyze evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students' learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: "What are my students learning?" and "How do I know?".
Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.
Learning Spaces. You create and use spaces to support and demonstrate the school's shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development.
In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child's learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school's shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school's learning community.
Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school learning improvement planning where possible and view the school's learning improvement plan as the central focus for getting better together.
Key Responsibilities
- Assist the lead teacher with lesson planning
- Assist with classroom schedule and room arrangements
- Keep classroom and hallway bulletin boards looking neat and inviting
- Assist with maintaining clean classroom standards
- Assists with meals, toileting and hand washing
- Passionate about early childhood education; innovative, and positive in the face of challenges
- Committed to continuous improvement through professional development
- Maintain positive relationships with families, assisting lead teacher in addressing concerns to parents
- Perform other duties as assigned
Knowledge, Skills and Abilities
- Must be proficient in educational technology
- Effective oral and written communication skills
- Understanding of the principles of child development and preschool educational needs
- Collaborative practitioner who works well with colleagues
- Ability to collaborate on interdisciplinary projects
Experience and Requirements
- Associate's degree in Early Childhood Education or Child Development Certification desired
- Previous teaching experience in early childhood desired
- Certification in child CPR (or willing to become certified)
- STARS training; annual 10 hours of Stars training certificate
- Negative TB test documentation
- Familiarity with safety and sanitation guidelines for classrooms
- Must be able to produce at least two written professional references
- Must be able to pass a pre-employment background check
- Must be able to lift 50 lbs
Opportunities for the Successful Candidate
- The opportunity to work with a team of committed and supportive colleagues
- The opportunity for ongoing professional development from highly experienced practitioners and school leaders
- The opportunity to teach students who are engaged, enthusiastic and respectful
- The opportunity to collaborate with colleagues from different schools in the U.S. and from around the world
E-Verify Participation:
ISP U.S. participates in E-Verify and will provide the Federal Government with your form I-9 information to confirm that you are authorized to work in the U.S.
BCAWPS & ISP Commitment to Safeguarding Principles
BCAWPS & ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years' employment history.
