Hiring Preschool Lead Teacher at North Park Elementary School, Chicago

Preschool Lead Teacher

A full-time benefits-eligible position beginning August 20, 2025

NPES is seeking an experienced, progressive, collaborative, and culturally responsive early childhood expert and educator to be a lead teacher in the school’s outstanding Reggio-inspired preschool program, working with our threes, the entry class for our preschool through eighth grade independent school.

A successful candidate will bring considerable developmental expertise, confidence, warmth, joy, and a process-oriented play-based approach to educating NPES’ youngest learners. A deep understanding of the social-emotional and intellectual needs of 3- and 4-year-olds is a must. In the NPES early childhood program, teachers act as observers and guides, assisting students in purposeful play to organically develop foundational academic and social skills for success in the years ahead. Curating project-based, thematic learning opportunities in high-interest, emergent areas of study-with the development of social-emotional skills always at the forefront-is the hallmark of the NPES early childhood program.

The lead teacher works closely and collaboratively with one full-time associate teacher in the preschool classroom (students who are three years old in the fall) as well as a part-time early childhood Art Teacher and a part-time Early Childhood Aid, while also being part of an early childhood team (Preschool and Junior Kindergarten) of 6 educators, including an experienced Team Leader.

Responsibilities

Create and implement developmentally appropriate learning experiences for 3-4-year-olds in response to their interests

Differentiate curriculum proactively and responsively to meet the needs of all students

Create and maintain an environment that is deeply rooted in SEL and is respectful to children; they should have voice and know they matter

Establish clear and healthy expectations and routines for the class that create a predictable, safe, supportive, and stable classroom environment

Document and display evidence of learning in ways that tell the story and communicate the skills gained

Provide daily opportunities for fine and large motor activities, social emotional experiences, literacy, science and math foundations rooted in emergent themes

Build positive relationships with children, colleagues, and families

Serve as an expert in early childhood and as a resource for preschool parents through ongoing parent education

Communicate effectively and frequently in both informal and formal ways to families and maintain positive engagement with colleagues

Create digital portfolios to present at parent-teacher conferences with meaningful examples of individual growth

Collaborate with the early childhood teaching team and co-curricular teachers to ensure learning is expansive and holistic

Delegate and communicate clearly with the assigned associate teacher

Participate in ongoing professional development throughout the school year and continually grow in best practices

Participate in faculty meetings, parent-teacher conferences, field trips, and other important school gatherings.

Other duties assigned

Qualifications

Bachelor’s degree in early childhood education or child development (master’s degree strongly preferred)

A minimum of 3 years’ lead teaching experience working in early childhood (an elementary school setting preferred)

A proven track record with play-based, age-appropriate, emergent curriculum Knowledge and experience in Reggio Emilia, Responsive Classroom, and Positive Discipline is a plus

An understanding of the developmental needs of children ages three and four (intellectually and social-emotionally) and the ability to structure and maintain a healthy, respectful, and positive classroom community

A philosophy and approach rooted in the importance of play and an ability to develop emergent curriculum authentically in response to student interest

A growth mindset, seeing mistakes as opportunities for growth, and a belief that learning, while it involves struggle and the need for resilience, should be joyful

Strong executive functioning and communication skills (both written and oral)

A commitment to the cultural curiosity and literacy necessary to contribute with intention to an affirming, inclusive, equitable, and just community where all possess dignity and respect

Ability to work collaboratively with colleagues and administration to support and extend the objectives of the curriculum and the well-being of students

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BA/BS/Undergraduate

Education

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