Our Faculty & Staff

Experts in Early Years Education

Without a doubt, the single most impactful part of Corlears is our teachers. They hold the highest degrees in childhood education, and through Corlears’ commitment to professional development and training, they have an exceptional level of expertise not typically found in most early years educational settings. They also love what they do, and it shows.

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All Corlears faculty have a baseline in training that extends well beyond their graduate degrees. Within their first three years all teachers take part in core training related to the programs and approaches at their respective age levels, along with Responsive Classroom training and diversity training with Center for Racial Justice. Subjects where specific training is offered are related to mathematics (through Metamorphosis Learning and TERC), reading and writing through Teachers College Readers/Writers Workshop, early childhood themes like language development, emergent literacy, play and block building, through Bank Street College.

In addition to this baseline professional development, there are two in-service days per year, and many staff meeting times dedicated to teacher training and development in various areas.  To support this work further, we have launched the Advanced Teacher Professional Development Program, which connects teachers who have been at Corlears for more than five years with resources to deepen their teaching craft in an area of their choice.

Leadership within the educational program is provided through our Assistant Head of School/Director of Teaching and Learning and the Dean of Students, as well as support from the Math Coach, Learning Specialist and Developmental Support Counselor. We are currently exploring a leadership role to support Equity and Inclusion at Corlears.

We don’t just teach subjects, we teach students— students who come with different talents, interests, abilities and learning styles. In fact, all teachers of our 2s and 3/4s visit families at home to learn about children’s personal interests as they begin to build a bridge between home and school, then incorporate aspects of the children’s home-life they learn about on their visits into their studies and spaces. This extra effort is what makes learning more meaningful and effective. And is just one small part of what makes Corlears different from the rest.

As the children get older and develop emotionally and cognitively, working with the whole child and challenging them academically, socially, and emotionally, teachers partner with each other and families to help each child be their best. Collaboration across disciplines is also common as teachers design a specific curricula based upon the developmental stages of children as well as their particular needs.

Every teacher is an expert in their field, with a solid and well-rounded understanding of child development. They create and design classrooms where students are able to take risks and embark upon challenges that help help them learn deeply, and make meaning beyond memorization. In addition, partnerships with families are forged through regular communication and sharing of the learning process.

Professional Development Program

Baseline for All Teachers

  • Responsive Classroom

  • “Talking About Race in The Classroom” -Center for Racial Justice

specific to role

  • Teachers College Readers/Writers Workshop (Kindergarten - 10s)

  • TERC Math (Kindergarten - 10s)

  • MITC Context for Learning Units of Study (Kindergarten - 10s)

  • Metamorphosis Math Workshops (Kindergarten - 10s)

  • Sounds in Motion (3/4s and Kindergarten)

  • Language Development (2s - Kindergarten)

  • Emergent Literacy (3/4s and Kindergarten)

  • Play/Block Building (2s - Kindergarten)

Experience and Qualifications

Years experience (head and subject teachers)

  • Average number of years teaching: 9

  • Average number of years at Corlears: 5

qualifications

  • All Head Teachers hold a masters degree in early childhood or elementary education

  • All Assistant Teachers are working toward, or are enrolled in, a masters degree for early childhood within two years of being hired

    Many teachers have additional, dual or advanced degrees and certifications