April 24, 2025

JOB ANNOUNCEMENT

JOB TITLE: Transitional Kindergarten Teacher (2 Positions)

School: Chimacum Creek Primary	School Year: 2025-26
Reports to: CCP Principal	Bargaining Unit: CEA
Status: New position	Start Date: August 2025
FTE: 1.0	Days Per Year: 180
Wage Range (Salaries are stated as an estimate only. Actual salary is confirmed only upon hire/job offer.) $60,415 - $111,794 DOE

Note: Employees are paid the last working day of each month.

Position Summary

Chimacum Creek Primary School is seeking a compassionate, equity-driven educator to lead our Transition to Kindergarten (TK) program. This program is designed to support young learners-especially those with limited preschool experience or who face barriers to school readiness-by providing an inclusive, developmentally appropriate, and relationship-based foundation for lifelong learning.

Rooted in Chimacum School District’s Strategic Plan, this position centers the whole child, with a strong emphasis on inclusion, equity, social-emotional learning, and early academic development. The TK teacher will ensure all students-regardless of ability, background, or experience-feel welcomed, valued, and empowered to thrive.

Supervision and Controls over the Work

The employee works with a high level of independence and professional discretion under the general supervision of a designated school administrator. The employee’s work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, provisions of Washington Administrative Code and Revised Code of Washington, direction of the supervisor, and performance standards and expectations as set forth in the collective bargaining agreement.

QUALIFICATIONS

Education
Bachelor’s degree in early childhood education or related field.
Certification Required: Current Washington State Teacher’s Certificate with Early Childhood endorsement (or eligibility for certification)

Experience
Experience in inclusive learning settings is strongly preferred. Familiarity with inclusive practices and differentiated instruction is highly valued.
Commitment to Equity and Inclusion
Demonstrated ability to create inclusive classroom communities. Passion for educational equity and culturally sustainable pedagogy.

ESSENTIAL FUNCTIONS AND KEY RESPONSIBILITIES:

This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

Inclusive, Developmentally Appropriate Curriculum:
Desing and deliver and inclusive, play-based curriculum that supports early literacy, numeracy, social-emotional skills, and self-expression. Utilize tools such as Learning Without Tears and Bridges in Mathematics in ways that accommodate diverse learning needs and styles.
Culturally Responsive Practices:
Incorporate students’ identities, cultures, and backgrounds into daily instruction and classroom culture. Foster a learning environment where all children see themselves represented and valued.
Universal Design for Learning (UDL):
Implement UDL principles to ensure access and participation for all learners, including children with disabilities, English language learners, and those from historically marginalized groups.
Social-Emotional Development:
Prioritize SEL and trauma-informed practices to build a safe, nurturing classroom community. Support the development of empathy, resilience, and collaborative problem-solving.
Family & Community Engagement:
Build authentic, trusting relationships with families. Provide consistent communication, inclusive family activities, and accessible pathways for family voice and involvement.
Collaboration & Professional Growth:
Work closely with colleagues, support staff and specialists to implement inclusive practices. Engage in ongoing professional development aligned with district goals for equity, inclusion, and student-centered learning.
Data-Informed Instruction:
Use formative assessments and observation to identify student strengths and areas of growth. Adjust instruction and support to ensure every student meets their developmental milestones.

KNOWLEDGE OF:

Current trends and practices in education
Instructional theory and its application
Techniques to motivate student learning via inquiry, discussion, and application of knowledge
Organizing the physical and human elements in the educational setting
Instructional and non-instructional human dynamics
Standards-based instruction and familiarity with Washington State Essential Academic Learning Requirements
School board policies and procedures

ABILITY TO:

Communicate effectively verbally and in writing
Maintain effective working relationships with other people
Operate a variety of modern office equipment including microcomputers and related software
Provide instructional leadership
Organize and set priorities
Work independently with minimal supervision
Adapt instructional materials and strategies to accommodate the wide range of skills which exist in a classroom
Apply current trends and practices in education
Teach in a multi-cultural and mainstream setting
Use technology to enhance instruction
Be fair and consistent with all students
Provide guidance and assistance to students
Meet responsibilities in a punctual and reliable manner
Comply with school board policies and follow administrative procedures
Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail
Communicate effectively through spoken and written word; read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with coworkers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District

Ability to understand and hold self and others accountable for promoting the Chimacum School District’s promise that every student is known by name, strength, and need, to inspire them to learn, dream, and become

Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage

Additional Job Information

This position may be combined with other assignments depending on qualifications

Physical and Environmental Requirements of the Position:
The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to sit, talk, move about, hear and speak, and be visually observant of classroom behavior and learning activities.

The employee may occasionally lift, restrain, or move up to 100 pounds – most typically when required to intervene in student safety issues.

Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The noise level in the work environment is usually moderate, or consistent with the subject being taught, but can be abnormally loud on occasion.

While performing the duties of this job, the employee may occasionally work in outside weather conditions and be exposed to wet and/or humid conditions, temperature fluctuations, fumes or airborne particles, toxic or caustic chemicals commonly used in instruction and/or cleaning. It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties. The employee may be exposed to infectious disease as carried by students.

The employee may be required to travel on school owned or leased vehicles while supervising and assisting students.

Application Material Required

Go to https://www.csd49.org/Content2/employment-application to submit an online application. Complete online applications include: letter of interest, completed district application, resume, and three (3) letters of recommendation.

Questions regarding completion of application? Please contact:

Upuli Murray, Executive Assistant

Upuli_murray@csd49.org

(360) 302-5891

Open Until Filled

ABOUT CHIMACUM SCHOOLS

OUR PURPOSE

To be a caring community for courageous learners

OUR PROMISE

Every student is known by name, strength, and need, to inspire them to learn, dream, and become

Surrounded by farms and forests at the base of the Olympic Mountains and the edge of the Salish Sea, Chimacum Schools are the heart center of a proud and vibrant rural community. We offer a deeply rewarding work environment with dedicated colleagues, enriching professional development, community partnerships, and regionally competitive compensation.

Chimacum provides PreK-12 students engaging place-based and hands-on learning, opportunities for accelerated learning like College in the High School coursework, locally produced school lunches, and an invitation to educational innovation and support, among other amazing professional opportunities.

The Chimacum Promise to our community is: Every student is known by name, strength, and need, to inspire them to learn, dream, and become. We are deeply dedicated to authentic collaborative practices and not fads to meet our students’ needs in the classroom setting, regardless of their academic, social, or behavioral differences.

The district reserves the right to modify, interpret, or apply this job description in any way the district desires. This job description is illustrative and in no way implies that these are the only duties, including essential duties, to be performed by the employee occupying this position. The job requirements are subject to change within the district’s sole discretion to reasonably accommodate qualified disabled individuals.

Chimacum School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression, gender identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination:
Civil Rights Coordinator: Stephanie McCleary, HR Director, 360.302.5894
Title IX Coordinator & HIB Compliance Officer: Ryan Stevens, CJSHS Principal, 360.302.5905
Section 504 & Gender-Inclusive Schools Coordinator: Sarah Walker, CCP Principal, 360.302.5823

Chimacum School District will also take steps to assure that national origin persons who lack English language skills can participate in all education programs, services and activities. Contact Sarah Walker at (360) 302-5823 for information regarding translation services or transitional bilingual education programs.

NOTE: All new employees are required to undergo a criminal history check via fingerprint cards with the Washington State Patrol and FBI. Employment is conditional pending a satisfactory background check.

Chimacum School District is a smoke and drug free workplace which includes nicotine delivering devices.