toddler teacher

Wallingford Childcare Center

<p><b>Position: </b>Associate Toddler Teacher, 1-2 year old classroom</p><p><b>Starting Hourly Pay Range: </b>$23.75-$25.75</p><p><b>Benefits Include:</b></p><ul><li>Complete medical, dental and vision package, employer paid premium</li><li>Annual one week paid Winter Break (Typally around 12/24-1/1)</li><li>Annual paid Summer Break (Typically 1-3 days around the 7/4)</li><li>Vacation and Sick Pay</li><li>Holiday pay</li><li>Annual Retirement Plan Contribution</li><li>Longevity Incentive Bonus every 3 years of employment</li><li>Paid training and professional development</li><li>Low teacher to child ratios</li><li>Weekly Planning Time</li></ul><p><i><b>Join our team of dedicated and experienced faculty.</b></i></p><p><i><b>WCCC has served the Wallingford and surrounding community since 1968!</b></i></p><p><b>Summary:</b></p><p>Associate Teachers at Wallingford Childcare Center are creative, dependable, organized and enthusiastic individuals, responsible for planning and implementing a quality early learning program that focuses on social and emotional development. Associate Teachers recognize and affirm the importance the first 5 years of a child&rsquo;s life is- as this is when crucial brain development occurs. Associate Teachers acknowledge that learning through play and Emergent Curriculum prepares children for Kindergarten and their continued academic journey.</p><p>Associate Teachers have excellent communication skills with children, faculty and families.</p><p>Associate Teachers are dedicated to supporting the Lead Teacher in creating a learning experience for children rooted in the principals of Emergent Curriculum and social justice, promoting inclusive classrooms.</p><p>Associate Teacher&rsquo;s regular schedule is 40 hours a week, Monday - Friday</p><p>Associate Teachers understand that their typical daily schedule may change to support the needs of the Center. This may be a temporary change, where the Executive Director will work to inform the Lead teacher of the temporary schedule change 24-48 hours in advance. Or, this may be a long term change where the Executive Director will work to give 2 weeks advance notice of change.</p><p><b>Immediate Supervisor:</b></p><p>Lead Teacher</p><p><b>Qualifications:</b></p><p><b>Education:</b></p><p>● Minimum: High School Diploma or equivalent. 30 hour STARS Basic training or equivalent as approved by MERIT or willingness to obtain within 30 days of hire, and willingness to work towards at least a short certificate in ECE or MERIT-approved equivalent</p><p>● Preferred: 20 or more college credits in Early Childhood Education or CDA or WA state short certificate</p><p><b>Experience:</b></p><p>Minimum: At least 6 months-1 year experience teaching in a classroom with the age group of the children who you will be the Associate Teacher in</p><p>● Preferred: 3 years experience teaching in a classroom with the age group of the children who you will be the Associate Teacher in</p><p><b>Other Qualifications:</b></p><p>● Complies with all requirements for child care providers from DCYF, including, but not limited to, Infant, Child &amp; Adult CPR/First Aid training, a clear MERIT portable background check, and continuing education hours (see WAC 110-300-0105 and 110-300-0106)</p><p>● Dependable, able to arrive on time each day. Regular, predictable attendance, and not be frequently absent without approval</p><p>● Friendly, collaborative, and enthusiastic about being in the classroom</p><p>● Self-directed</p><p>● Committed to sustaining a culturally diverse work environment, not condoning racism and bias</p><p>● Able to communicate effectively and relate sensitively to adults and children from diverse ethnic and socio-economic groups, both verbally and in writing</p><p>● Able to be aware of surroundings, see, and hear the children</p><p>● Able to prevent or instantly respond to unsafe or harmful events</p><p><b>Essential Functions:</b></p><p><b>In the classroom:</b></p><ul><li>Follow the coordination of the instructional team, which may consist of Lead Teachers Associate Teachers, Float Teachers, On-Call Substitutes, Volunteers and all other personnel involved in the classroom</li><li>Receive ongoing training from the classroom&rsquo;s Lead Teacher as they will be mentoring and coaching on classroom procedures and center philosophy through modeling, communication notebooks (paper or on the Drive) and meetings, when needed.</li><li>Strive for collective collaboration with all Faculty members</li><li>Will practice active listing and solution focused conversations should co-worker dynamics and communication become challenging</li><li>Maintain a safe and enriching environment for children</li><li>Supervise children by sight and sound anywhere in the Center, playground, or on a field trip, and supervision by at least sound for children using the restroom</li><li>Support the Lead Teacher in implementing and facilitating activities and curriculum that teach children to actively not condone racism and bias</li><li>Use language consistent with WCCC&rsquo;s anti racist and social justice goals</li><li>Are aware of and follow minimum licensing requirements (WAC) from the Department of Children, Youth and Families (DCYF)</li><li>Support the Lead Teacher in preparing and implementing weekly lesson plans using an emergent curriculum</li><li>Assist the Lead Teacher to ensure the completion of bi-annual ASQ developmental assessments of children- both the Developmental and Social-Emotional ASQs</li><li>Support the Lead Teacher in documenting child and classroom activities in photos, writing, and other mediums</li><li>Support the Lead Teacher and administration in developing individualized care plans for children with disabilities, and/or diagnosis that require accommodations</li><li>Support the Lead Teacher in keeping up with ongoing documentation that keeps an individualized care plan up to date such as ABC notes from classroom observations.</li><li>Complete all necessary documentation in a neat and timely fashion including (but not limited to), weekly photo posting, daily family communications, classroom monthly newsletters and injury/illness reports</li><li>Support the Lead Teacher in preparing, facilitating and attending family-teacher conferences a minimum of two times each year, once between the months of October and December and once between the months of May and August, for each child- Each conference must have conference notes for each child as well as the ASQ scores ready for the family to review. (Associate Teachers may attend conferences as scheduling and the needs of the Center allows)</li><li>Support the Lead Teacher&rsquo;s process that documents each individual child&rsquo;s learning journey</li><li>Support the Lead Teacher in Communicating, verbally and in writing, with families about their children and classroom activities on a daily, weekly and monthly basis.</li><li>Check email account and Center App each day for updates from families and administration</li><li>Support the Lead Teacher in planning for Summer Session each April/May, Summer Session should include field trips and visits from community members such as the fire department or the Reptile Man.</li><li>Aid individual children who experience difficulty in the group or who temporarily lose their physical or emotional control and may need co-regulation supports or other accommodations and modifications to be successful in the classroom.</li><li>Support the Lead Teacher in Implementing WCCC&rsquo;s inclusive education policy by gathering and utilizing resources that support children with disabilities and needs for classroom accommodations</li><li>Support the Lead Teacher in accurately maintaining classroom budget</li><li>Maintain and organize classroom supplies</li><li>Keep the classroom clean and sanitized as outlined in the WAC and align with WCCC health polices</li><li>The usual methods of performing this job role&rsquo;s daily functions require: lifting up to 50 lbs., carrying, pushing, and/or pulling, frequent stooping, sitting and rising from the floor, kneeling and/or crouching, and significant finger dexterity, and the ability to spend approximately 80-90% of the day walking or standing</li><li>At hire, or within 90 days of hire, an Associate Teacher will demonstrate proficiency such that they will be able to support the Lead Teacher in training new faculty on:● Positive Discipline</li></ul><p>● Enterprise Talk</p><p>● Emotion Coaching</p><p>● Problem Solving with Children</p><p>● Emergent Curriculum</p><p><b>Other duties:</b></p><p>● Greet parents/families daily</p><p>● Wear suitable and neat clothing for working with children</p><p>● Attend monthly All Faculty meetings that are typically after hours and paid time</p><p>● Attend all Faculty Inservice days, and meetings as required</p><p>● Attend all family and Center community functions and events as required</p><p>● In an emergency disaster, all Center employees are required to stay at work until released by the Executive Director or Person deemed In Charge.</p><p>● Other duties as deemed necessary by the Executive Director or Person deemed In Charge</p><p>Pay: $23.75 - $25.75 per hour</p><p>Expected hours: 40.0 per week</p><p>Benefits:</p><ul><li>Dental insurance</li><li>Health insurance</li><li>Life insurance</li><li>Paid time off</li><li>Professional development assistance</li><li>Retirement plan</li><li>Vision insurance</li></ul><p>Application Question(s):</p><ul><li>Are you registered in MERIT?</li><li>Have you completed the 30 hour MERIT approved Childcare Basics Course?</li></ul><p>Work Location: In person</p>

Toddler Teacher

Spring Academy

<div><p>If you are an experienced education professional looking to truly make a difference in the lives of high school students, a one-to-one teaching position with Spring Academy might be the ideal match for you.</p>
<p><b>
ABOUT SPRING ACADEMY</b></p>
<p>
Spring Academy is a private school in Seattle educating students exclusively through one-to-one instruction. We are a progressive school for students facing obstacles in traditional school/classroom settings: academic or social challenges, or school-based anxiety or depression. Each child has the capacity for success, and we are committed to helping our students recognize and realize their full potential and abilities. We create a caring and positive environment for our students and staff. Our core values are compassion, personalization, and professionalism.</p>
<p><b>
POSITION DESCRIPTION</b></p>
<p>
We anticipate a fall 2026 need for an additional high school English and Social Studies teacher who shares our passion for education tailored to each child and has the requisite expertise and values to contribute to our mission. Our teachers combine one-to-one onsite instruction with a digitial curriculum to create customized learning experiences for each student. This position includes:</p>
<ul>
<li>20-30 hours per week</li>
<li>4-day work week (Monday-Thursday)</li>
<li>Personalized schedule</li>
<li>$36 per hour, Holiday Pay, Health-Dental-Vision Insurance, 401k plan, Commuter Benefit</li>
</ul>
<p><b>QUALIFICATIONS</b></p>
<ul>
<li>Instructional experience at the high school level</li>
<li>Experience working with students with anxiety and learning disabilities</li>
<li>Skilled at collaborating directly with students in a one-on-one setting</li>
<li>Flexible and able to adapt to a variety of student skill levels and personalities</li>
</ul>
<p><b>REQUIREMENTS</b></p>
<ul>
<li>Bachelor's or Master's degree in Education (or equivalent certification)
</li><li>3+ years classroom teaching experience</li>
</ul>
<p><b>APPLICATION</b></p>
<p>
To apply, please include your resume and letter of interest. In your letter, please indicate your experience teaching high school English and Social Studies if applicable. For more information about our school, visit SpringAcademy.com. Thank you for your interest!</p><br>
Applicant Tracking Software by ExactHire: ej27op5nj6961ygvwq64</div>

1:1 English and Social Studies Teacher

Highline Public Schools

<div></div><div><ul><div><div>JobID: 6965</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 CERTIFICATED (NON-ADMIN)/SPECIALIST-SCHOOL BASED<br>
</div><div><b>
Date Posted:</b><br>
 1/9/2026<br>
</div><div><b>
Location:</b><br>
 HILLTOP ELEMENTARY<br>
</div><div><b>
Date Available:</b><br>
 ASAP<br>
</div><div><b>
Closing Date:
</b><br>
 01/16/2026</div><div><b><br>
COMBO WITH 6966</b><br>
<b>
</b><br>
<b>Position Information:</b></div><br>
 <div><div><div><div><b>Position FTE:</b></div> <div>Specialist-School Based <b>0.7 FTE</b><br>
Academic Student Success Coach<b> 0.1 FTE</b><br>
<b>Total: 0.8 FTE</b>, <b>Employee Calendars</b></div>
 </div><br>
<div><div><b>Position Type:</b></div><div> Certificated (HEA); <li></li>Contract<br>
 <i>(</i><li></li><i>Continuing or Non-Continuing contracts based on organizational requirements)</i></div>
 </div><br>
<div><div><b>Annualized Salary:</b><br>
<li><b>25/26 SY</b></li></div><div> $71,962-$140,638*/ year<br>
<li></li><i>prorated based on FTE and contract length</i></div>
 </div><br>
<div><div><b>Start Date:</b></div> <div>01/26/2026</div>
</div><br>
<div><div><b>End Date:</b></div> <div>04/03/2026</div></div></div><br>
</div><div><b>Hilltop Elementary School</b> is seeking a <b>School Based Specialist / Academic Student Success Coach</b> to join our team of educators for the 2025-2026 school year! <b>Please note that this is a Limited Term position, and is therefore Non-Continuing.</b></div><br>
<div><b>SCHOOL BASED SPECIALIST SUMMARY:</b> The School-based Specialist is an accomplished teacher who serves in a school leadership role outside the classroom with the purpose of supporting the growth of instructional and professional practice in other staff and/or facilitating the implementation of a building program. A School-based Specialist may work in four main ways:</div><br>
<ul><li>Facilitate effective and cohesive instructional/professional teams within the school building</li></ul><br>
<ul><li>Provide focused classroom coaching work with individual staff</li></ul><br>
<ul><li>Facilitate planning and implementation of the school building&rsquo;s professional development work</li></ul><br>
<ul><li>Serve in a variety of roles (to be determined) as a system leader, enabling strategic attention to curriculum/program, assessment and staff development needs</li></ul><br>
<br>
<br>
<b>ACADEMIC STUDENT SUCCESS COACH SUMMARY:</b> The position of Academic and Student Success Coach will support students in excelling both academically and socially. This person works as a liaison between the classroom teacher and the student keeping students on track, checking on progress and solving student challenges. They work collaboratively with school and district staff, students and their families to implement and manage intervention strategies promoting student academic and/or social/emotional skills. The Academic and Student Success Coach will at times interact one-on-one or in small groups to understand and support students. In addition, the Academic and Student Success Coach may support the administrative team by heading up the school&rsquo;s PBIS three tiered systems, coordinate/support teachers with social skills curriculum and reach out to family and community partners to build student culture.<br>
<ul><li><i>EDUCATION AND EXPERIENCE:</i> Current Washington State Teacher&rsquo;s certificate with appropriate subject area endorsement(s) <b>and </b>three years successful teaching experience.</li>
<li><i>ADDITIONAL REQUIREMENTS:</i> Criminal background clearance <b><i>and</i></b> all certificates, licenses, endorsements, permits, and vaccines (absent exemption) as required for this position by state and local authorities.</li></ul><br>
<div><i>For a full job description, please see the attachment.</i></div><br>
<div><b>BENEFITS ELIGIBILITY: </b>Eligible Highline Public School employees are offered a comprehensive benefits package. Check them out here!</div><br>
<div><b><i>NOTE:</i></b> Individual positions may be filled via one the following processes: external hires, internal hires, internal displacements, or internal voluntary transfers. Highline Public Schools, District #401, reserves the right to privilege current employees in the hiring process. Applicants will be notified when a position has been filled.</div><br>
<div><b>OUR PROMISE</b>: Every student in Highline Public Schools is known by name, strength and need, and graduates prepared for the future they choose.</div><br>
<div>The Highline Strategic Plan is centered on Our Promise. In 2023, the strategic plan was updated to prioritize our work through 2026, identifying four bold goals:</div><br>
<ul><li><b>Culture of Belonging: </b>A culture where all are welcome, valued, and safe.</li>
<li><b>Innovative Learning:</b> Academic experiences that engage, empower, and challenge every student.</li>
<li><b>Bilingual &amp; Biliterate: </b>Multicultural skills that enable students to live, work, and communicate across cultures.</li>
<li><b>Future Ready:</b> Students explore possibilities and develop mindsets that prepare them for a changing future.</li>
</ul><br>
Highline Public Schools, District #401, complies with all federal rules and regulations as well as state laws on discrimination and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, ethnicity, creed, religion, color, national origin, age, sex, sexual orientation, gender expression, gender identity, homelessness, immigration or citizenship status, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, neurodivergence, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Highline Public Schools also provides equal access to the Boy Scouts and other designated youth groups. For the purposes of nondiscrimination, &ldquo;neurodivergence&rdquo; shall be defined as neurological differences including, but not limited to, autism spectrum disorder, dyslexia, and attention deficit hyperactivity disorder. Neurodivergent individuals may or may not identify as disabled. Any person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, and Civil Rights Act (employees): Executive Director of Human Resources, 206.631.3008; Civil Rights Act (students) and Title IX: District Ombudsman, 206.631.3104, civilrightscoordinator@highlineschools.org; titleixofficer@highlineschools.org; Section 504 of the Rehabilitation Act: Health &amp; Social Services Compliance Manager, 206.631.3011, 504coordinator@highlineschools.org; Address: 15675 Ambaum Blvd. SW, Burien, WA 98166.<br>
<div>
Attachment(s):<ul><li>
Academic and Student Success Coach 2023-03-16 (2).pdf</li><li>
School-based Specialist 2021-12-07 (16).pdf</li></ul></div></div></ul></div><p></p>

Combo SPECIALIST-SCHOOL BASED / ACADEMIC STUDENT SUCCESS COACH **NON-CONTINUING

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Toddler Teacher

1:1 English and Social Studies Teacher

Combo SPECIALIST-SCHOOL BASED / ACADEMIC STUDENT SUCCESS COACH **NON-CONTINUING