Kindergarten Long Term Sub

• Adapted NYS math modules; UoS Phonics, Readers & Writers Workshop; NYS SEL Benchmarks; NGSS & C3 Framework SS
• Implement the principles and components of Expeditionary Learning/EL Core Practices
• Plan engaging lessons and experiences designed to help students achieve content and curriculum standards
• Work with inclusion staff to plan for and meet the needs of students with Individual Education Plans (IEPs) and English Language Learners(ELLs). Differentiate instruction and provide accommodations and supports as needed. Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs.
• Implement a guided math and balanced literacy program that includes daily instruction and practice in reading and writing. As appropriate to the grade level and needs of individual students, implement the strategies and structures of guided reading and phonics. Support student literacy (reading, writing, speaking, listening) across the curriculum.
• Incorporate diversity and multicultural content and wellness into curriculum and instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials.
• Develop and revise clear criteria and standards for high quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality with your team.
• Display student work documenting the process that went into creating the work.
• Work with instructional coaches around curriculum, instruction and assessment.

• Use technology to enhance teaching and learning through a variety of developmentally appropriate ways.
• Design lessons to engage students using the flat panel
• Model using document cameras
• Use Apps to support learning
• Model appropriate use of iPads as a 1:1 device
• Use technology to support assessment practices

• Conduct ongoing assessment of student work using multiple assessment tools. Use assessment data to plan for instruction and to set short and long-range goals. Ensure collection and submission of data specified in the schoolʼs Accountability Plan.
• Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose.
• Use early identification and intervention strategies as it relates to growth, achievement and RtI.

• Create and maintain a physically and emotionally safe environment for students that includes SEL and restorative practices. Model, practice and discuss respectful, unbiased and effective communication with students.
• Model and teach Tapestry's core values of perseverance, integrity, responsibility & respect.
• Involve students in creating classroom norms and expectations, building relationships as the foundation. Uphold and support the school-wide restorative discipline policies and philosophies.
• Structure a classroom environment that is developmentally appropriate, student-centered, print-rich and well organized. Involve students in the care and maintenance of that beautiful space.
• Engage students in age appropriate discussions of diversity and equity. Use student observations, questions, actions and reactions as teachable moments to issues.

• Model Tapestry's Core Values and adhere to team and building-wide Staff Agreements.
• Work fluidly and collaboratively with the Teaching Partner in the classroom.
• Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching partners and the Principal.
• Seek support from the Principal, coaches, mentor and team when needed.
• Make classrooms open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.

• Participate in Professional Development Time (embedded within your grade level team) and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.
• Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.

• Prepare progress reports using the reporting procedures agreed upon by the teaching staff and the Principal. Collaborate as needed with other teachers.
• Conduct Student Led Conferences with families twice per year.
• Involve parent volunteers in the classroom in ways that meet the needs of the class and utilize the strengths, talents, and interests of volunteers.
• Keep families informed about classroom activities and units of study through ongoing communication involving weekly one-pager classroom newsletters.
• Attend and participate in school events.
• Check voicemail and e-mail daily and respond promptly or within 24 hours to requests from families, administrators and colleagues.
• Use technology to support communication to all families.

WNYRIC