Job Details

Elementary Teacher - Primary Montessori

Under limited supervision, employs classroom management techniques that result in an atmosphere for teaching/learning in which students can know what they are expected to do. Gives instruction to the students in the areas assigned by the principal. Reports to the Principal.

A Primary Montessori Teacher (typically ages 36) acts as a "guide" to foster independent learning, social-emotional growth, and academic development in a prepared environment. Responsibilities include implementing the Montessori curriculum, conducting precise, hands-on presentations of materials, observing student progress, maintaining a clean/ordered classroom, and communicating with families.

Key Responsibilities & Duties

• Prepared Environment Management: Curating and maintaining a clean, orderly, and aesthetically pleasing classroom that encourages independence and self-directed learning.
• Individualized Instruction: Presenting Montessori materials and lessons tailored to each child's developmental stage and interests, rather than using rigid, whole-group lesson plans.
• Observation and Assessment: Carefully observing children to track progress and identify the right time to introduce new concepts or materials.
• Classroom Leadership: Guiding social behavior, fostering a sense of community, and supporting conflict resolution among students.
• Has a prepared lesson plan that is sufficient for instructing the lesson.
• Exercises proper care of materials and equipment.
• Communicates needs of the classroom to the proper personnel.
• Arrives for work at the assigned hour and does not leave before the assigned time.
• Communicates appropriately and effectively with other staff members, parents, students, and with administration.
• Accepts assistance, advice, and guidance from people responsible for supervising his/her performance and makes a concerted effort toward improving or refining skills.
• Shares ideas, plans, materials, and facilities.
• Alert to the district's, school's, and his/her own goals and priorities and seeks professional development appropriate to these needs.
• Keeps in confidence information that has been obtained in the course of professional service, unless disclosure serves professional purpose or is required by law.
• The teacher, in his/her association with others, respects the rights, feelings, and differences among individuals, and communicates directly with the person(s) involved in any situation.
• While exercising his/her contractual responsibilities, complies with those state and local restrictions pertaining to the use of controlled substances, tobacco products, alcohol, and dress.
• Does not verbally or physically harass students.
• Does not use profanity in the presence of students.
• Does not have any sexual contact with students.

Standards

1. Classroom Management
• The teacher begins the class
• The teacher communicates to students those behaviors expected of them, or there is evidence that expected behaviors have been
• Student exhibit classroom behaviors, which allow for maximum on-task behavior from all participants in the
• Inappropriate behaviors receive immediate and appropriate teacher
2. Materials
• The teacher chooses appropriate materials and/or equipment for teaching
3. The teacher handles efficiently the materials and/or equipment in the classroom
4. Planning for Instruction - Plan effectively with respect to establishing teaching strategies, which allow the attainment, by the students, of the lesson's behavioral objective.
• The teacher utilizes a clinical approach to teaching. (Adequate diagnosis and prescription of evidence by students')
• The teacher uses Lesson Plan Format, as
• The behavioral objective for the lesson is appropriate for the
5. Teaching the Lesson - Recognizes student differences in needs, abilities, and interests and imparts instruction so that these differences are met.
• Tells the student exactly what is to be learned in the
• Tells the student the purpose of the learning and makes it meaningful to their
• Relates the learning from the lesson being taught to previous learnings and verbalizes transfer for the students.
• Students are told how they will be accountable for demonstrating proficiency in the
• Gives students information about the
• Demonstrates sound, up-to-date knowledge of the subject matter being
• Checks periodically throughout the lesson for the students' understanding of the
• Provides practice experiences for the students of the appropriate number and variety to insure mastery of the
• Carefully monitors the guided practice for experience to insure that students get immediate feedback as to the correctness of their
• Demonstrates knowledge of reinforcement theory throughout the
• Each aspect of the lesson gives evidence of the teacher's attention to maintaining a classroom climate conducive to learning (Feeling Tone).
• The activities of the lesson demonstrate the teacher's desire to include the interests of the students in the classroom.
• Encourages, praises, and/or acknowledges student effort
• Manages instruction in such a way that each student shows some measure of
• There is evidence that practice is scheduled in such a manner as to guarantee retention of
• Gives students the opportunity to verbalize the critical attribute(s) of the learning before leaving the lesson.
• Collects data from the lesson that enables him/her to evaluate each student's performance, and assists in planning tomorrow's

Minimum Qualifications:

Bachelor's degree or above. Valid South Carolina teacher's certificate in the assigned teaching area. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. Montessori certification preferred or attainment of Montessori certification required.

Standards Required to Perform Essential Job Functions

• Physical Requirements : Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations.
• Data Conception : Requires the ability to compare and/or judge the readily observable, functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.
• Interpersonal Communication : Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisor.
• Language Ability : Requires the ability to read a variety of policy and procedure manuals, computer manuals, reference materials, etc. Requires the ability to enter data into computer and prepare reports, correspondence, minutes, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Must be able to speak with poise, voice control and confidence and to articulate information to others.
• Intelligence : Requires the ability to apply logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of instructions in oral, written, schedule, mathematical or diagrammatic form; to deal with several abstract and concrete variables. Requires the ability to make independent judgments in the absence of supervisor; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information and the ability to comprehend and implement basic office machinery functions.
• Verbal Aptitude : Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently with persons of varying educational and cultural backgrounds.
• Numerical Aptitude : Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals, to determine time. Must be able to use practical applications of fractions, percentages, ratio and proportion.
• Form/Spatial Aptitude : Requires the ability to inspect items for proper length, width and shape, and visually read various information.
• Motor Coordination : Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment and communications machinery.
• Manual Dexterity : Requires the ability to handle a variety of items including computer keyboards, office equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination.
• Color Discrimination : Requires the ability to differentiate between colors and shades