This position requires an Early Childhood Exceptional Education teacher confident in social constructivist pedagogy, Nature Education, and Emergent Curriculum to design and implement open-ended, process based learning provocations that reflect the State of Tennessee Kindergarten academic standards. The
Exceptional Education Kindergarten Teacher will focus on integrating nature, science, and art into a
project-based curriculum with a strong emphasis on inquiry-based learning through championing play
and hands-on discovery as efficacious learning processes. Additionally, in collaboration with families and
related service providers, the Exceptional Education Kindergarten Teacher will identify individualized
goals for children with exceptional needs and implement instruction and supports in an inclusive
classroom setting. Overall, the Kindergarten Teacher will observe, document, support, expand and
deepen the thoughts, ideas, and skills of children as they go through their kindergarten year.
About the Work Unit:
For five decades, the Susan Gray School has served young children with developmental disabilities and
young children who are at risk for developmental delay. The school has the distinction of being the first
nationally recognized inclusive preschool where children with and without disabilities learn alongside
each other in an educational setting. More information about Susan Gray School can be found here:
https://peabody.vanderbilt.edu/susan-gray-school/
Key Functions:
Early Childhood Education:
• Advocates for the vision that every child is an Artist and Scientist, born capable and competent to
explore their curiosity and to formulate and express their big ideas.
• Advocates that children’s learning and development occurs in the context of meaningful
relationships, builds on children’s strengths, incorporates multiple approaches to learning, and
reflects the cultural and linguistic experiences of the children.
• Designs a developmentally appropriate learning environment to promote discovery and
exploration for all children in all domains, modeling proper use of tools and scaffolding instruction
to support a multi-disciplinary approach to inquiry-based learning.
• Promotes collaboration and supports children with the activities, investigations, and projects that
meet children’s individual needs and reflect diverse perspectives and interests.
• Supportive of children’s feelings, perceptions, behaviors, and interactions, and seeks to
understand them.
• Values play as essential to children’s growth, development, and learning.
Early Childhood Exceptional Education:
Classroom Management:
• Attentive supervision of children: knows group size and classroom enrollment, constantly scans
classroom/playground to ensure safety, and closely monitors children’s attendance.
• Ensures SGS protocols are in place, and DOE regulations are well observed.
• Implements Well Child policies and procedures, and positive behavior support strategies.
• Models and implements hygiene practices and nutrition routines.
• Mentors and supports Associate Teachers, Floaters, Student Employees, and Interns.
Positive School Climate:
• Creates an atmosphere of joyful learning community through parent partnership.
• Friendly greeting to each and every child/colleague/parent/visitor.
• Learning environment is organized, aesthetically pleasing, prepared and ready for students.
• Family communication is consistent, informative, respectful and accessible.
Responsibilities and Expected Performance:
1. Plan and implement developmentally appropriate curriculum and activities aligned with
SGS vision, pedagogy and policy, and DOE licensing standards:
1a. Ensure activities reflect planning and preparation: children’s Art and Nature Education;
Parent Education and Family Events; and teacher professional development coaching,
training, and workshops.
1b. Ensure Art and Nature education is well resourced: collects needed materials and
supplies in advance; communicates with SGS Administration for supply order; resourceful
upcycle.
1c. Ensure curriculum activities and the design of the learning environment reflect integration
of the five domains: Approaches to Learning; Social-Emotional Development; Physical
Development and Health; Language, Literacy, and Communication; and Mathematics and
Science. Plans, implements, expands upon, and evaluates activities based on the
individual developmental needs of the children.
1d. Compliance with TN Department of Education academic standards for Kindergarten.
1e. Maintain attendance records and submit reports (as required by SGS and DOE).
1f. Write and release monthly newsletter to Kindergarten Families documenting the Emergent
Curriculum and providing research-based support for process-based learning.
2. Maintain a classroom environment which contributes to the physical, emotional, social,
and cognitive growth of children
2a. Design and organize a joyful learning environment, and according to SGS policies and
procedures for a clean, safe, and healthy classroom and playground.
2b. Ensure children’s five senses are well met by the design of the classroom: How does it
look, sound, smell, feel, etc.
2c. Focus on child engagement: when working with children, present and engaged with
children
2e. Punctuality: arrives on time, maintains appropriate adult-child ratios at all times.
2f. Self-awareness for respectful, responsive communication: monitors tone and volume of
own voice to ensure positive interactions with children, parents, and coworkers.
2g. Talks, sings, reads, and facilitates discussions with children throughout the day in order to
enhance their language development and early literacy. (Multiple languages encouraged.)
2h. Supervision of children at all times: implements SGS strategies for head counts and
attendance, monitors clean-up and transitions, and continuously scans playground and
classroom in order to assure the safety and security of all children.
3. Facilitate orientation and supervision of students and volunteers.
3a. Communicate necessary information concerning schedules and activities.
3b. Model best practice and offer clear directions to students, observers, and volunteers
4. Documentation.
4a. Appropriately documents and report concerns or unusual behaviors to supervisor or
parents (e.g., Incident Report) in a timely manner and especially incidents occurring
during excursions out of classroom.
4b. Creates effective documentation panels that provide a “Window into Learning” to children,
parents and teachers (photographs, work samples, and observations).
5. Collaborate with children’s extended educational teams
5a. Develops educational plans for children with disabilities according to SGS policies.
5b. Coordinates and implements specific instructional strategies with classroom team
members.
5c. Develops and maintains an ongoing data collection system to support observations of
development and behaviors.
5d. Plans for consistent opportunities for children with disabilities to functionally work on
individualized goals within the classroom routine.
6. Maintain a clean and safe learning environment.
6a. Comply with center cleaning and sanitizing procedures and schedule.
6b. Design and maintain the space(s). Monitor inventory of supplies and materials. Promptly
place orders and report custodial and repair needs.
6c. Model and train adults and children on proper use of tools (Art and Nature Education).
7. Participates in staff meetings, parent meetings/conferences, and opportunities for
professional development.
7a. Consistently meets with classroom team for planning and reflection. Reports issues,
concerns, or topics that need to be included in staff meetings.
7b. Attend workshops and conferences as directed by Director.
7c. Facilitate Family conferences at least twice a year
7d. Demonstrates a knowledge and understanding of Tennessee Department of Education
Licensing Standards, Family Handbook, and Staff Handbook.
8. Professional Communication.
8a. Answers parental questions appropriately and professionally. Avoids conversations with
parents concerning children (other than their own), parents, and co-workers; respect
HIPAA. Responds to parent emails within 48 hours (two business days).
8b. Initiates crucial conversations with colleagues and administration in a timely manner.
8c. Conflict resolution includes respectful and responsive listening for understanding; arrive at
agreements; avoid gossip; support information, clarification, and repair.
Education and Certifications:
• BA is necessary.
• Nature-based Education experience is preferred.
• First Aid/CPR certification is necessary upon hire.
Experience and Skills:
• A Minimum of 4 years of experience teaching young children ages 3 – 8 years is necessary.
• Experience implementing individualized goals for children with disabilities in partnership with
parents is necessary.
• Knowledge of social-constructivist systems thinking theories is necessary.
• Experience fostering young children’s biophilia through outdoor play is necessary.
• Respectful communication skills: responsive listening, problem-solver, initiates crucial
conversations is necessary.
• Knowledge of the Pyramid Model framework and children’s social emotional development is
necessary.
• Knowledge of blood-borne pathogens, and ability to implement safety procedures (including for toileting, nutrition, First Aid) is necessary upon hire.
Attributes and Dispositions:
Accountable Collaborative Communicative Consistent
Curious Creative Enthusiastic Flexible
Innovative Nurturing Organized Patient
Professional Reliable Resourceful Responsible
Success Factors:
• Aware of and takes responsibility for one’s own feelings, emotions, reactions, and biases.
Manages frustration and perceives challenges as opportunities.
• Biophilia! Excited about outdoor adventures and nature explorations.
• Clean! Ensures a tidy and organized workspace and beautiful learning environment.
• Demonstrates care and compassion through responsive teaching and collegial engagement.
• Effective! Checks-in for understanding, circles back to and follows through to support and
maintain foundational, collegial teamwork, and makes time to find and share solutions.
• Ensures that planning and assessment processes are an ongoing cycle of the developmental
understanding of adults’ and children’s growth and learning: observation, documentation,
interpretation and reflection, and planning for implementation.
• Highly knowledgeable! Demonstrates understanding of and successfully implements SGS
policies and procedures, pedagogical initiatives, and program quality improvement activities.