PITTSGROVE TOWNSHIP SCHOOL DISTRICT
1076 Almond Road
Pittsgrove, NJ 08318
The Pittsgrove Township School District is seeking qualified candidates with appropriate New Jersey certification to fill the following vacancy for the 2019-2020 school year:
- MASTER TEACHER - PART TIME, 10 MONTHS (SEE ATTACHED JOB DESCRIPTION)
Apply online by May 24, 2019 at www.pittsgrove.net. Link to Employment Opportunities.
JOB DESCRIPTION
TITLE: MASTER TEACHER
QUALIFICATIONS:
1. A bachelor’s degree and teacher certification;
2. Three to five years experience teaching in preschool programs;
3. Experience providing professional development to classroom teachers;
4. Experience in implementing developmentally appropriate preschool curricula;
5. Experience with performance-based preschool assessments; and
6. Beginning September 1, 2007, newly appointed master teachers shall hold certification
as follows:
• Preschool through grade three standard instructional certificate; or
• Standard elementary school instructional certificate and the equivalent of two
academic years of full-time experience teaching three and four year olds under
the certificate in a position that would require the preschool through grade
three endorsement; or
• Standard New Jersey nursery school instructional certificate; or
• Preschool through grade three endorsement in addition to other standard
instructional certificate, except as indicated at N.J.A.C. 6A: 9-11.2 and 11.7.
REPORTS TO: Building Principal
WORK YEAR/TERMS OF EMPLOYMENT: 10 Month/Part-time
PURPOSE: Master teachers should dedicate the greatest amount of time to classroom visits
engaging teachers in reflective practice. During these visits, master teachers should observe
classroom practices and provide feedback directly to teaching staff, plan and model exemplary
practices and meet with the program directors or principals. Recordkeeping, including use of the
Reflective Cycle, should be maintained during these visits.
A substantial amount of time, but less than that devoted to classroom visits, will be dedicated to
providing and planning for professional development experiences for classroom teachers.
Professional development experiences should be aligned with the New Jersey Preschool Teaching
and Learning Standards, the school district’s DOE approved curriculum and the district’s DOE
approved professional development plan. Experiences should be differentiated to match varying
levels of experience and expertise of the instructional staff. Professional development should be
presented in a variety of participant settings, ranging from small groups to cohorts to entire staff.
Master Teacher
PERFORMANCE RESPONSIBILITIES:
1. Visit classrooms on a regular basis to coach and provide feedback to teachers to
improve teaching practices through the reflective cycle.
2. Coach teachers on the use of Performance-Based Assessments (Teaching Strategies
GOLD, CORE, Work Sampling, etc.), including supporting quality assessments,
interpretation of data and use of assessment data in planning.
3. Administer structured program evaluation instruments (in assigned classrooms) in the
fall-winter to measure quality practices in preschool classroom (e.g., ECERS-3, SELA,
PCMI, High/Scope Preschool Program Quality Assessment, Creative Curriculum
Fidelity Tools, etc.).
4. Use performance-based assessment data and results of structured classroom
observations to determine and support a high level of curriculum implementation. Plan
specific goals and training opportunities, including but not limited to, modeling
classroom practices and lessons, facilitating PLC meetings, and planning and
implementing workshops, to improve weak areas identified from structured
observation instruments (aggregated data), curriculum observation instruments,
performance-based assessment results, district evaluation data, and other information.
5. Confer with early childhood supervisors to coordinate, articulate, and provide
professional development for all early childhood staff.
6. Provide individualized follow-up support to the teacher’s level of development and
plan small group meetings/trainings for teachers with similar needs.
7. Reflect on own professional development needs, attend workshops, read research
articles, consult with others, etc.
8. Confer regularly with the preschool intervention and referral team to discuss how to
support teachers and parents with children who have challenging behaviors.
9. Confer regularly with the community parent involvement specialist to plan for smooth
transitions for children entering preschool or going to kindergarten and assist in
planning parent involvement activities (e.g., ensuring that the results of the
performance-based assessment along with other information about the preschoolers are
shared with kindergarten staff, planning parent workshops together, planning visits to
kindergarten classrooms).
10. Provide technical assistance to district and provider administrators to discuss
curriculum goals, professional development, performance-based assessment,
structured observation visits, etc.
11. Master teachers with specific expertise (e.g., inclusion, bilingual education,
mathematics, literacy) should provide consultation to other master teachers.
12. Perform additional duties as assigned that are directly related to early childhood
classroom improvement.
EVALUATION: Performance of this job will be evaluated in accordance with state law and the
provisions of the Board of Education’s policy on the evaluation of certified staff. |