Lower School Nursery Teacher
Moses Brown School, Providence, RI
Lower School Nursery Teacher
Parental Leave (February 2022-June 2022)
Moses Brown School – a Friends day school for 750 students N-12 in Providence, RI – We are seeking candidates who are passionate about their desire to teach our youngest learners, eager to embrace and forward the Quaker mission of the school, and able to contribute to a teaching partnership and to the direction of the school.
Founded in 1784 and situated on 33 acres in Providence’s historic east side, Moses Brown’s mission is to nurture the inner promise of each student and instill the utmost care for learning, people, and place. The school honors and upholds Quaker practices and values while also embracing students of every faith and background. In its hiring practices, Moses Brown deliberately seeks to maximize the diversity of the school (in terms of class, gender, ethnicity, race, religion, sexual orientation, abilities/disabilities, nationality and language).
The Early Childhood program is a play-based program that nurtures the social, emotional, and academic development of each child. A team of co-teachers leads the nursery and pre-primary classrooms and collaborates regularly. A desire to work in a team-based collaborative classroom is essential.
Commitment to Equity & Inclusion
- Demonstrates cultural competency skills by embracing the vitality of a diverse community and fostering an environment of respect and inclusion, while actively working to build an equitable school community grounded in our Quaker values
- Fosters a culture of learning that supports regular, meaningful growth opportunities for both students and teachers
- Uses opportunities throughout the day and year to weave issues of social justice and inclusion into conversations and learning experiences
Commitment to Co-Teaching, Collaboration, Expert Thinking and Curriculum Development
- Ability to share responsibilities and demonstrate flexibility in creating curriculum, classroom management, and teaching collaboratively
- Working knowledge of early learning (phonics, phonological and phonemic awareness, early literacy skills, foundational math, etc.) and ability to create age-appropriate curricular lessons
- Understanding of developmental milestones, multi-sensory learning strategies, and differentiated instruction (sensory integration, visual/tactile/content-altering, classroom accommodations), ability to analyze student skills throughout the day, as well as, more concrete information obtained through assessment
- Familiar with a student-centered social-emotional curriculum, such as Responsive Classroom, and behavior management strategies for early learners
Collegiality and Professionalism
- Engages families as partners in a student’s success while recognizing and respecting differences in family backgrounds, structures, and cultures
- Engages meaningfully in school professional growth opportunities and enhances professional growth by giving and seeking assistance from other team members
In addition to a broad range of teaching responsibilities, teachers are expected to serve on committees, attend school meetings, and have yearly co-curricular responsibilities. Applicants must have a bachelor’s degree from a four-year accredited institution. Early Childhood teaching experience is preferred, although not a requirement for application. A Master’s degree or a teaching credential is desirable.