Position Purpose

Under general supervision, supports the Director in administering programs to provide educational development opportunities to early childhood education students. Facilitates learning by establishing a relationship with fellow teachers and pupils through learning resources and the classroom environment. Develops and fosters the appropriate skills and social abilities to enable the optimum development of young children. This position starts August 28, 2026.

Essential Functions

• At the direction of the ECC Director, teaches academic, social, play, and motor skills.
• Prepares materials and the classroom environment.
• At the direction of the ECC Director and/or representative leadership, assists with teaching and/or implementation of daily activities and duties.
• Leads and participates in all classroom activities, including but not limited to arrival, dismissal, snack and mealtimes, recess, and choice time.
• Supports the rules of conduct and creates a warm and welcoming learning environment.
• Maintains order in the classroom and throughout common areas of the campus, including the playground.
• May counsel pupils when adjustment and other problems arise.
• Discusses pupils' academic and behavioral attitudes and achievements with the ECC Director and participates in the preparation of pupil reports.
• Maintains classroom record-keeping and home communication, as appropriate and applicable.
• Collaborates with other SCH teachers, departments, and offices as required or requested.
• Attends work, arriving and departing at the appropriate times as determined by the Director.
• Assumes other job-related duties assigned by the ECC Director.

Qualifications

• At a minimum, a Bachelor's degree in Education, Early Childhood Education, or the equivalent.
• At least two years of experience working with young children.
• Knowledge of child development theory and practice.
• Knowledge of content, curriculum, methods, materials, and equipment for early childhood education.
• Ability to support the implementation of curriculum and assessments, and can utilize teaching methodologies.
• Ability to facilitate activities for children that encourage healthy growth.
• Ability to provide a supportive and caring environment for children.
• Ability to exercise control and maintain classroom discipline.
• Strong interpersonal and communication skills and the ability to work effectively with a wide range of constituencies in a diverse community.
• Knowledge of applicable safety procedures.
• Working knowledge of personal computer skills with experience in the use of such programs as Google Workspace, Excel, and e-mail.
• Comfortable with a team-based work structure; ability to demonstrate flexibility on the job.
• Demonstrates initiative, is conscientious, and provides complete follow-through on areas of responsibility.
• Demonstrates sensitivity, knowledge, and understanding of the diverse backgrounds of community members, with a continuous focus on building healthy relationships.
• Demonstrates enthusiasm for issues of diversity, inclusivity, and multiculturalism
• Must be able to work a minimum of two weeks during the Summer.
• If hired, a list of clearances and paperwork will need to be completed to be in compliance with the State of Pennsylvania Office of Childhood Development and Early Learning (OCDEL). SCH will guide and assist with obtaining this paperwork.

Physical Requirements and Work Environment

• Be able to occasionally lift up to 30 lbs.
• Able to move around the classroom and other school environments.
• Regularly use close and distance vision.
• Turn, bend, reach, and occasionally climb.
• Work in a traditional climate-controlled classroom environment with a moderate noise level

Application Procedures

To be considered, candidates must upload a cover letter, resume, statement of teaching philosophy, and information for three references through our online platform.

Springside Chestnut Hill Academy is an Equal Opportunity Employer.

The School is committed to providing reasonable accommodations for qualified individuals with disabilities during the application process and in employment as required by law.

About Springside Chestnut Hill Academy

Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education. Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth. Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives. SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond. Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.

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Connections working at Springside Chestnut Hill Academy