School Year: 2024-2025

Mission Statement:

Guiding children 18 months – 12 years old, Bellevue Montessori School develops an academically, socially, emotionally and culturally educated community of students within the framework of acceptance, compassion, and understanding, all in accordance with traditional Montessori curriculum and philosophy. We support each individual student in building a foundation for life-long learning in preparation for future educational endeavors.

1. Awaken a child’s spirit and imagination

2. Encourage a normal desire for independence

3. Foster a high sense of self-esteem

4. Help develop in all children the qualities of kindness, courtesy and self- discipline

5. Teach children to observe, question and explore ideas independently

6. Help children master social skills and knowledge

When accepting a position with Bellevue Montessori School, the Associate Teacher agrees to aid the Lead Teacher in working toward these goals, and to collaborate with the staff in providing a nurturing environment. Associates facilitate the comprehensive development of all students by interacting positively, confidently and respectfully with all children, families and staff members. Associates are under the direct supervision of the classroom Lead Teacher to which they are assigned and the Program Director.

Role: Associate Teacher (Pre-K), Ages 3 to 6

Campus: Main or Rossano

Reports To:

Classroom Lead Teacher (for Montessori training / guidance and daily support) & Early Childhood Program Director (for schedule changes, and questions relating to the program)

Daily Hours: Monday to Friday 8 - 3:00 or 3:30 (including an unpaid 30 minute break and a 10 minute break)

Starting Wage: $21.00 per hour

School Calendar: 2024-2025

Benefits:

• Sick, Bereavement leave

• Professional development opportunities

• Simple IRA matching up to 3%

• Staff events

• Tuition discount for child(ren)

• Employee Assistance Program

Responsibilities:

Classroom Environment :

The classroom should be a calm and peaceful place for the children. Using soft voices and graceful movements helps to set the tone. The Prepared Environment offers children structure within which they can work independently.

• Assist with providing a “prepared environment” before the children arrive in class with an eye towards supporting children’s independence within the environment.

• Keep the classroom materials and shelves orderly and clean.

• Take care that all class supplies are prepared and refilled daily; paper cutting, tracing, pencils sharpened, napkins, towels, etc.

• Be aware of class maintenance needs and report any necessary repairs.

• Help to keep children’s completed work filed and their artwork or maps placed in an out-of-the-way place until dry and ready to go home.

• Help in preparing the children’s going-home belongings at the day’s end.

• Replenish books in the classroom from the library periodically, making sure to return the books to the correct place where they came from to keep the books organized in the correct order.

• Help to prepare materials for art or otherwise, in advance for projects.

Relations With Children:

• When speaking with a child, get down to their level and make eye contact using a quiet, gentle and patient voice. Always be positive in your interactions with children.

• Use words for redirection, never physical , including using your hands to guide, steer, pull or push. Respect for personal body space means no touching without permission. A child may be touched, physically moved, only if they are causing a safety concern and if they are given a choice and giving advance notice of your actions.

• Refer to children by their given names rather than “pet names” such as honey, sweetie, etc. Make sure to use the child’s name with requests and giving directions.

• Phrase what you say in the positive. Tell them what they MAY do instead of what not to do. (e.g. Please use walking feet when you are indoors.)

• We encourage independence in the classroom. Always allow children to do for themselves that which they are able to do alone. This will grow their independence and confidence as well as minimize a child’s dependence on adults in the classroom.

• Be familiar with each child’s work plan so when a child is having trouble finding an activity, you are able to offer choices of work they have had a lesson on or are “practicing”.

• Be ok with imperfection as children practice new skills. Do not fix things in front of the child after they have done something. Cards do not need to be laid perfectly straight. Encourage by acknowledging their effort.

• Use natural consequences, not punishment.

• Demonstrate respect for the child and acknowledge their thoughts and feelings.

• Be proactive rather than reactive. If you see a situation beginning to develop, don’t wait until it is out of control. Use your presence or redirect to diffuse these situations.

Overview and Classroom Management :

By overviewing, you are a great asset to the lead teacher and the children. The goal is to maintain peace and order while a teacher is giving lessons to individual children, support all students’ increasing independence and positive classroom habits while allowing teachers to focus on giving lessons. The over-viewer is a model for students, in voice and actions. Overview may be an Associate’s main duty during class time depending on the needs of the children.

• Remind and model so the children gain habits to walk, use a quiet voice in the classroom, use a table or mat for work, to walk around a work mat, to push in their chair after getting up from the table, and to return to their work to the specific place it came from.

• If you see a child that needs help, first observe to see if the child, with time, can accomplish the task. If you have observed that the task is too difficult for the child, you may approach the child and offer help. All adults should get down to the child’s eye level when speaking to a child. Support staff should always ask if the child needs help, rather than doing the task for him/her; “This is not always easy. Do you need some help?” When helping a child, only do what the child can’t accomplish on their own before returning the activity to the child.

• Ultimately, the goal is to have the children take the initiative to come to the adult to ask for help rather than the adult assuming the child needs help and approaching the child. This can be introduced through a Grace & Courtesy Lesson and followed up each time after help is given to a child. After helping a child, let the child know that if they ever need help again, they may come and ask you by saying, “Can you please help me?” This will encourage independence as well as help the child to learn the important life skill of how to ask for help when it is needed.

• Allow a working child to concentrate, never interrupt to compliment or critique except to come forth if children are being unsafe or disruptive. Keep comments for afterward. Comments ought to be without judgment or praise. An example might be when a child shows you their artwork, “tell me about your picture?”

• When the head teacher is giving a lesson keep your eyes scanning around the entire classroom’s activities, knowing where every child is at all times. If you need to move to another part of the classroom, do so quietly and with graceful movements. Move around the room only when necessary to keep from distracting the children who are focusing on their work. Station yourself where you can view the entire classroom. Never have your back to the group of children. There is a stool/chair in the classroom to sit on when observing or doing overview.

• Overview during circle time: ask your headteacher how best to support them during this time. Generally, you will stand/sit behind the children, ready to remind them of sitting “crisscross, applesauce” or to keep their hands in their laps. These reminders are easily done with a quiet touch, hand gestures or eye contact. If a child is having great difficulty keeping their body still at the beginning of the year while sitting at a circle, you can check with the teacher to see if they would like you to invite the child to be your “helper” during circle time. Having the child rinse tables after you clean them gives the child an opportunity for purposeful movement and to follow instructions. After the first month or so, you may be asked to accomplish classroom tasks during the circle. If so, continue to be aware of children needing guidance (distracted behavior, late arrivals, use of the bathroom, etc.) and support the circle by offering the child a choice to stay at the circle with appropriate behavior or be a helper.

• Never call across the room when speaking to another adult or child. Never belittle or humiliate a child. Children can feel embarrassment and lose confidence easily. If you are feeling emotional (anger or frustration) when working with a child, ask another adult to step in and do another task until you regain composure.

• Always make sure that you are within the State of Washington mandated ratio of 1 adult to every 10 children. When taking children down to the playground, if a child is still using the bathroom and the rest of the group is ready to go, split the group up and have a group of ten children go with one adult first while the rest wait until all remaining children are ready.

Strategizing and implementing with and Assisting the Head Teacher:

• Associate teachers support the teacher and children by following the rules and directions of safety from your head teacher.

• Meet with the head teacher weekly to discuss specifics of children’s work and social development. Clear communication and trust between a Montessori lead teacher and the associate teacher is vital for a peaceful and successful classroom. Confidential social information from observations needs to be shared with the head teacher as well as the careful details from a child’s work period.

• When a parent has questions you are to refer them to the head teacher (unless it is of a simple matter, such as what time the children have lunch).

• Pre-read any books ahead of time for appropriateness, reality and flow.

• Leading group time with reading a book, singing songs, movement and transitional activities; be prepared to lead the classroom as assigned and in the Lead Teachers absence. This includes managing the work period, transitions to and from the playground and lunch, group time, and dismissals.

• Record Keeping: Transparent Classroom (TC)

  • Competently be able to do the following tasks on TC:

    • Inputting attendance in Transparent Classroom

    • Planning for and giving Montessori lessons.

    • Observe and record children’s progress and lessons given, practiced and mastered.

    • Regularly observe and input anecdotal observations

    • Be aware of the developmental learner outcomes for students ages 2.9 to 6.5 years old.

• Collaboratively planning and implementing individual student and small group lessons.

• Collaboratively planning and implementing unit studies and other classroom events.

• Associate Teachers are expected to take a more active role in strategizing and implementing plans for students who need additional support to work and socialize constructively.

• Lead lunch supervision. Be active in sitting with children as required by DCYF . This is an opportunity to build relationships with your students, and model Grace and Courtesy and a conversation with the children.

• Take on the role of Lead Teacher during Mid-Winter (or Spring) break, Parent Teacher Conferences, Teacher In-Service days, and the Summer Program (depending on the needs of the School).

Requirements:

• Early Childhood Montessori Accreditation through PNMA, AMS, MACTE, or MEIPN

• At least 1 to 2 years working experience in a classroom setting

• Strong communication and written skills

• Experience working with Google Suite / Apps and parent / communication platform

• Professional and demonstrates courtesy

• Complete DCYF licensing requirements (Portable Background Check, CPR/FA, Blood Borne Pathogen, Food Handlers Permit, TB, MMR, 30 Hours Basic Initial Childcare Course, and yearly 10 STARs hours)

• Stand for long periods of time

• Able to lift up to 25lbs

• Punctual and flexible

• Patient, calm,

Bellevue Montessori School is accredited by the American Montessori Society and has been an established leader in Montessori education on Seattle’s Eastside since it first opened in 1966.