Head Teacher - Kindergarten Prep

About the Role

The Kindergarten Prep Head Teacher leads a safe, engaging, and academically focused classroom that prepares children to enter first grade ready to succeed. This position plans and delivers developmentally appropriate instruction, monitors each child’s progress, adjusts instruction based on individual needs, and builds strong relationships with families. The Head Teacher is accountable for maintaining a nurturing learning environment where children develop academic, social-emotional skills, routines, and confidence for a successful transition to first grade.

Responsibilities

• Instruction and First-Grade Readiness
  • Develop and implement a structured, developmentally appropriate curriculum aligned with Connecticut Early Learning and Development Standards and first-grade readiness expectations.
  • Prepare weekly lesson plans with clear learning objectives, instructional activities, small-group instruction, learning centers, movement, play, and skill practice opportunities.
  • Provide intentional instruction in:
    • Letter recognition, phonemic awareness, early reading, and comprehension;
    • Writing, fine-motor development, and oral communication;
    • Number recognition, counting, patterns, shapes, measurement, and early problem-solving;
    • Listening, following multi-step directions, completing tasks, and participating in classroom routines;
    • Cooperation, conflict resolution, emotional regulation, independence, and responsible decision-making.
  • Use a balance of teacher-directed instruction, hands-on exploration, purposeful play, and individualized support.
  • Differentiate instruction for children with varying academic, developmental, behavioral, linguistic, and social-emotional needs.
  • Help children develop stamina, independence, and classroom habits for successful participation in kindergarten and first grade.
• Assessment and Individualized Support
  • Observe, document, and assess each child’s academic, developmental, behavioral, and social-emotional progress.
  • Establish baseline information and monitor progress throughout the program.
  • Use assessment results and classroom observations to adjust lesson plans, create small groups, and provide additional support or enrichment.
  • Maintain accurate student records, portfolios, progress reports, and required documentation.
  • Identify children who may require additional support and collaborate with the Director, families, or professionals.
  • Ensure families receive timely, understandable information about their child’s progress, strengths, and areas for development.
• Classroom Leadership and Staff Supervision
  • Provide day-to-day direction, coaching, and support to Assistant Teachers.
  • Assign classroom responsibilities and ensure team members understand lesson objectives, routines, supervision expectations, and student needs.
  • Model effective teaching, positive behavior support, professional communication, and active supervision.
  • Provide Assistant Teachers with regular feedback and address performance or classroom concerns promptly.
  • Lead classroom planning meetings and ensure the teaching team is prepared for each day.
  • Help create a collaborative classroom culture where staff communicate effectively and support children consistently.
• Classroom Environment, Safety, and Behavior Support
  • Maintain a safe, clean, organized, welcoming, and developmentally appropriate classroom.
  • Provide active supervision during classroom activities, meals, transitions, toileting, outdoor play, field trips, and other program activities.
  • Establish predictable routines, clear expectations, and positive behavior supports.
  • Respond calmly and appropriately to children’s behavior and help them learn to express emotions, solve problems, and resolve conflicts.
  • Maintain accurate documentation related to attendance, behavior, development, health, illness, injuries, incidents, and suspected abuse or neglect.
  • Follow mandated reporting and incident-reporting requirements.
  • Ensure compliance with BGCH policies and all applicable Office of Early Childhood, DCF, School Readiness, NAEYC, health, safety, and licensing requirements.
• Family and School Partnerships
  • Build respectful, trusting relationships with parents and caregivers.
  • Communicate regularly with families about classroom learning, student progress, behavior, upcoming activities, and ways to reinforce learning at home.
  • Conduct or participate in family conferences and first-grade transition planning.
  • Partner with receiving schools and families to support a smooth transition into first grade.
  • Maintain professionalism, confidentiality, and sensitivity in all family communications.
• Program and Professional Responsibilities
  • Maintain consistent attendance, punctuality, preparedness, and adherence to assigned work schedules.
  • Participate in staff meetings, professional development, program evaluation, and continuous-improvement activities.
  • Remain current on early childhood education practices, first-grade readiness expectations, child development, behavior support, and classroom safety.
  • Perform other related duties as assigned.

Requirements

• Associate degree in Early Childhood Education, Child Development, Special Education, or a closely related field; bachelor’s degree preferred.
• Previous experience teaching children in an early childhood, kindergarten, school-readiness, or elementary education setting.
• Experience developing lesson plans, assessing student progress, and adapting instruction.
• Experience leading or providing direction to classroom staff preferred.
• Strong classroom-management, organizational, communication, and relationship-building skills.
• Ability to work effectively with children, families, and colleagues from diverse backgrounds.
• Demonstrated patience, sound judgment, emotional maturity, and a positive approach to children.
• Ability to obtain and maintain all required background checks, health clearances, certifications, and registration through the Connecticut Office of Early Childhood Professional Registry.
• Ability to provide required transcripts, references, health documentation, and other licensing records.

Physical Requirements

• Work is performed in classroom, gym, meal-service, outdoor, and community settings.
• Must be able to actively supervise children throughout the workday.
• Must be able to respond promptly to safety needs, participate in classroom and outdoor activities, and lift or assist with up to 30 pounds, with or without reasonable accommodation.

Schedule

Monday through Friday, primarily 8:00 a.m. to 5:00 p.m.

Pay

$18.00 - $20.00 an hour