About this role
Application Procedure The Scituate School Department actively seeks applications from the most capable, professional candidates. Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered. If selected for hire, you will be required to provide the following items in person: 1. W-4 2. Federal BCI (Done through your local police department or State Attorney General's Office) 3. I-9 (Must be filled out in person). Please bring appropriate documentation. About Scituate, Rhode Island Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island’s largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities and takes pride in its heritage, natural beauty, and high-quality schools. More About the Scituate School Department The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK–5), Scituate Middle School (grades 6–8), and Scituate High School (grades 9–12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate’s schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn. SUMMARY OF RESPONSIBILITIES: This position is a One Year Only (OYO). The Scituate School Department seeks a collaborative, student-centered Kindergarten Teacher who is committed to creating a strong academic, developmental, and social-emotional foundation for young learners. The successful candidate will create a joyful, engaging, inclusive, and academically purposeful learning environment where children develop the knowledge, skills, confidence, independence, and sense of belonging necessary for continued success in school. The ideal candidate will demonstrate a strong understanding of child development and developmentally appropriate kindergarten practice; evidence-based literacy and mathematics instruction; purposeful play, exploration, and inquiry; and the use of assessment and student learning evidence to inform instruction. The successful candidate will work collaboratively within a Professional Learning Community (PLC), partner closely with families and colleagues, and contribute to a positive school culture focused on high levels of learning and continuous improvement for all students. Instruction and Learning Plan and deliver engaging, standards-aligned instruction consistent with district curriculum and instructional expectations. Provide developmentally appropriate, evidence-based instruction in early literacy, mathematics, science, social studies, and other areas of the kindergarten curriculum. Implement evidence-based early literacy practices that support the development of phonological and phonemic awareness, phonics, oral language, vocabulary, fluency, comprehension, and early writing. Provide meaningful mathematics learning experiences that develop conceptual understanding, number sense, mathematical reasoning, problem-solving, and mathematical discourse. Balance explicit instruction with purposeful play, exploration, inquiry, student discourse, hands-on learning, and opportunities for choice and independence. Plan and deliver whole-group, small-group, and individualized instruction based on student learning needs and assessment evidence. Differentiate instruction using evidence-based practices and Universal Design for Learning (UDL) principles to provide equitable access to learning. Provide appropriate intervention and enrichment to support and extend student learning. Foster curiosity, independence, perseverance, self-regulation, collaboration, and a growth-oriented approach to learning. Use high-quality instructional materials and district-approved resources with fidelity while making appropriate instructional adjustments based on student needs. Integrate instructional technology appropriately to enhance, rather than replace, developmentally appropriate learning experiences. Assessment and Data-Informed Practice Utilize formative, diagnostic, screening, and summative assessment information to monitor student learning and inform instructional decisions. Administer district-selected assessments and universal screening measures in accordance with district expectations. Analyze student performance and work samples to identify strengths, learning needs, and opportunities for intervention and enrichment. Use assessment evidence to flexibly group students and adjust instruction in response to changing learning needs. Monitor student progress and maintain accurate and timely records of student achievement and growth. Provide meaningful, understandable feedback to students and families regarding learning, progress, and next steps. Participate collaboratively in the examination of student work, assessment results, and other evidence of learning through PLC and MTSS processes. Collaboration and Student Support Collaborate with kindergarten colleagues, specialists, special educators, interventionists, administrators, related service providers, and other staff to support student success. Participate actively in Professional Learning Communities (PLCs) focused on collaborative inquiry, evidence of student learning, identification of student needs, and collective action to continuously improve teaching and student outcomes. Participate in Multi-Tiered Systems of Support (MTSS), curriculum development, professional learning, and school and district improvement initiatives. Collaborate with families to establish strong, positive partnerships and support children's academic, developmental, social, and emotional growth. Communicate regularly and effectively with families regarding classroom learning, student progress, expectations, and ways to support learning at home. Collaborate with preschool and early childhood educators, when appropriate, to support successful student transitions into kindergarten. Collaborate with Grade 1 educators, when appropriate, to support continuity of learning and successful transitions from kindergarten. Provide day-to-day guidance, support, and direction to assigned paraprofessionals to ensure effective implementation of instructional plans, accommodations, classroom routines, and student support strategies. Implement accommodations, modifications, interventions, and other supports identified through IEPs, 504 Plans, MTSS, and other student support processes. Learning Environment and Student Development Establish a safe, welcoming, predictable, inclusive, and engaging classroom environment responsive to the developmental needs of kindergarten students. Develop classroom routines and structures that promote independence, responsibility, self-regulation, and successful transitions. Foster positive student behavior through proactive, developmentally appropriate classroom management and relationship-centered practices. Support students' social-emotional development, communication, collaboration, and problem-solving skills. Create a classroom culture characterized by high expectations, belonging, curiosity, kindness, and a joy of learning. Ensure all students have equitable opportunities to participate meaningfully in classroom learning experiences. . Professional Responsibilities Engage in ongoing professional learning and reflective instructional practice. Demonstrate openness to feedback, continuous learning, collaboration, and professional growth. Maintain positive and professional relationships with students, families, colleagues, and community members. Support district initiatives related to curriculum, instruction, assessment, MTSS, professional learning, and continuous improvement. Demonstrate professionalism, ethical conduct, confidentiality, and sound professional judgment in accordance with district policies and applicable laws. Participate in faculty meetings, professional development, school events, family engagement activities, and committee work as assigned. Perform other duties as assigned by the Building Principal or Superintendent/designee. Equal Employment Opportunity The Scituate School Department does not discriminate based on age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices. For inquiries regarding non-discrimination policies, contact: Equal Employment Officer P.O. Box 188, North Scituate, RI 02857 Phone: (401) 647-4100 Email: [email protected] Inquiries may also be directed to: Office for Civil Rights, U.S. Department of Education (Boston Office) 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 Phone: (617) 289-0111 Fax: (617) 289-0150 Email: [email protected] https://files-backend.assets.thrillshare.com/documents/asset/uploaded_file/3278/Ssd/e6624f12-e2a2-49fd-bb96-cc7f2119a9b8/MOU_to_the_Collective_Bargaining_Agreement_bet.pdf?disposition=inline
Qualification Requirements: Required Valid Rhode Island Elementary Education Teacher Certification (K–6) OR Rhode Island Early Childhood Education Teacher Certification (PK–3), appropriate for the kindergarten assignment, is required. Rhode Island Special Education certification and/or additional certification in Elementary Education or Early Childhood Education is preferred. Compliance with all Rhode Island Department of Education certification requirements. Bachelor's degree from an accredited college or university. Demonstrated knowledge of child development and developmentally appropriate instructional practices for kindergarten-aged students. Demonstrated knowledge of evidence-based early literacy and mathematics instruction. Knowledge of differentiated instruction, Universal Design for Learning (UDL), and Multi-Tiered Systems of Support (MTSS). Ability to use assessment and student learning evidence to inform instructional planning and improve student outcomes. Demonstrated ability to establish a positive, structured, inclusive, and developmentally appropriate learning environment. Strong communication, collaboration, organization, and interpersonal skills. Demonstrated ability to collaborate effectively with families, colleagues, specialists, and support staff. Commitment to creating equitable, inclusive, and supportive learning environments where all students can succeed. Compliance with all Rhode Island Department of Education certification requirements. Preferred Master's degree in Education, Early Childhood Education, Elementary Education, Special Education, or a related field. One (1) or more years of successful teaching experience in kindergarten, primary elementary, or early childhood education. Rhode Island Early Childhood Education and/or Special Education certification in addition to Elementary Education certification. Experience implementing evidence-based foundational literacy instruction. Experience implementing evidence-based early mathematics instruction. Experience using universal screening, diagnostic assessment, progress monitoring, and student work to inform instruction. Experience implementing MTSS and providing differentiated small-group instruction and intervention. Experience collaborating within PLCs and multidisciplinary teams. Experience supporting students with disabilities, multilingual learners, and students with diverse academic, behavioral, developmental, and social-emotional needs. Experience establishing strong partnerships with families. Experience differentiating instruction to meet the needs of diverse learners. Experience collaborating with special educators, interventionists, related service providers, and multidisciplinary teams. Experience supporting students with disabilities, multilingual learners, and students with varied academic, behavioral, and social-emotional needs. Experience integrating educational technology into daily instruction. MLL endorsement and/or Special Education certification preferred. Terms of Employment Salary and benefits in accordance with the Scituate Teachers' Association Collective Bargaining Agreement. Employment is contingent upon successful completion of all required state and federal background investigations, including fingerprint-based criminal history checks. Citizenship, legal residency, or authorization to work in the United States is required. Required Skills and Competencies Knowledge of Google Workspace, Microsoft Office, student information systems, and instructional technology. Strong understanding of evidence-based instructional practices and elementary curriculum. Ability to analyze student data and use information to improve instruction and student achievement. Ability to collaborate effectively with teachers, paraprofessionals, administrators, specialists, families, and community partners. Excellent oral, written, organizational, and interpersonal communication skills. Strong problem-solving, collaboration, and time management skills. Ability to prioritize multiple responsibilities while maintaining high-quality instruction and timely completion of required responsibilities. Openness to feedback, continuous learning, and professional growth. Demonstrated commitment to supporting the success of all students through high expectations, inclusive practices, and positive relationships. Successful interview. Such alternatives to the above qualifications as the Superintendent and School Committee may find appropriate and acceptable. Physical Demands and Work Environment The physical demands described are representative of those required to perform the essential functions of this position. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Regularly required to sit, stand, walk, bend, reach, kneel, talk, hear, and move throughout classrooms and school facilities. Frequently required to lift, carry, or move instructional materials, classroom equipment, and supplies. May be required to assist students with classroom activities and respond appropriately to student health, behavioral, or safety needs consistent with district procedures and training. Vision requirements include close, distance, and peripheral vision sufficient to supervise students and perform instructional duties. May require travel between district schools and participation in school-related meetings, trainings, and activities. Work may involve moderate to loud noise levels typical of classrooms, cafeterias, playgrounds, gymnasiums, and other school environments. https://www.clerkshq.com/Content/Attachments/Scituate-ri/260608_03g12.pdf?clientSite=Scituate-ri