Location: Dar Essalam American School, Rabat, Morocco
Type: Full time
Starting date: August 2027
Academic year: 2027-2029
Division: Early Childhood and Elementary School, PK3 through Grade 5
Reports to: Elementary School Principal
Works with: Early Childhood colleagues, specialist teachers, teaching assistants, and student support staff
Grade assignment: Assigned homeroom in PK3 or PK4

Position purpose

The Early Childhood Educator creates a safe, caring, and engaging environment for children in PK3 or PK4. Through purposeful play, inquiry, and responsive teaching, the educator supports each child's language, early literacy and numeracy, physical development, and social and emotional growth. Strong relationships with children, families, and colleagues build belonging, independence, and confidence in learning.

The Profile of a DAS Teacher guides professional practice: student-centered learning, meaningful relationships, the DAS 5Cs, the DAS identity, reflection and professional growth, and contribution to the school community. The teacher supports the school's American standards-based curriculum, respects its Moroccan context, and values its multilingual and international community.

Professional collaboration and growth

• Participate actively in the DAS professional growth and appraisal process through reflection, goal setting, classroom observations, feedback, and professional learning aligned with the Profile of a DAS Teacher.

• Plan collaboratively with Early Childhood colleagues and specialist teachers. Work with Elementary School leadership to implement agreed curriculum, learning, and assessment expectations in ways appropriate to three- and four-year-old children.

• Work closely with teaching assistants to plan learning, support individual children, and maintain consistent routines. Agree clear responsibilities for supervision, classroom organization, and daily care.

• Use observations of children's learning, family input, and professional feedback to improve practice. Contribute to team meetings, curriculum development, and age-appropriate implementation of the Major Learning Plan.

Teaching and learning

• Plan purposeful play, inquiry, and guided learning from the approved Early Childhood curriculum and intended outcomes. Develop oral language, emergent literacy, early mathematical thinking, curiosity, and creative expression through stories, songs, conversation, movement, and hands-on exploration.

• Create inviting indoor and outdoor learning spaces with accessible materials and opportunities for imaginative, sensory, constructive, and active play. Support children's choices, problem-solving, and independence, bringing the DAS 5Cs to life through everyday interactions.

• Assess learning through ongoing observation, conversation, and documentation of children's play and work. Maintain developmental records and portfolios, use evidence to plan next steps, and communicate progress through approved reports and conferences.

• Respond to children's different developmental stages, interests, languages, and support needs. Build English through meaningful interaction while valuing home languages. Collaborate with language and learning support staff, counselors, and the student support team to implement agreed plans.

Students and school culture

• Know each child well and build warm, secure relationships. Support emotional regulation, friendships, sharing, and communication through modeling, reassurance, and consistent, developmentally appropriate guidance.

• Maintain predictable routines, accurate attendance, and active supervision during play and transitions. Support independence in toileting, handwashing, eating, dressing, and rest as appropriate, working with teaching assistants and following school care and safety procedures.

• Follow safeguarding, professional boundaries, health and safety, and incident reporting procedures, including those for personal care and collection of children. Report concerns promptly through designated processes and protect each child's dignity and confidentiality.

Family and community relationships

• Build trusting, responsive relationships with parents and caregivers. Welcome family knowledge about children's development, interests, languages, routines, and needs, and support a positive transition into school.

• Share regular, clear updates about children's learning, development, wellbeing, and daily experiences through approved school platforms, reports, and conferences. Protect confidentiality and follow through on commitments.

• Partner with families on settling in, self-care, and continuity between home and school. Support transitions between PK3, PK4, and Kindergarten. Address routine concerns constructively and involve the Elementary School Principal in complex or unresolved matters.

Community contribution and professional responsibilities

• Contribute to school improvement, collaborative planning, and the Major Learning Plan. Model professionalism, integrity, reliability, and openness to feedback.

• Participate in school events, activities, service opportunities, and supervision duties as assigned, contributing meaningfully to the life of the DAS community.

• Maintain safe, organized learning spaces, accurate records, and responsible use of resources. Check materials for suitability and safety and follow the Professional Handbook, Code of Conduct, and agreed school procedures.

Qualifications and experience

• A bachelor's degree in Early Childhood Education, education, or a relevant field and a recognized teaching qualification appropriate to PK3 and PK4.

• Successful experience teaching young children, preferably ages three and four, with a strong understanding of early childhood development and responsive care.

• Strong understanding of play-based learning, emergent literacy and numeracy, language development, observation-based assessment, inclusive practice, and positive behavior guidance.

• Strong English communication, organization, collaboration, and relationship building skills, including constructive communication with families.

• Ability to use observations and developmental evidence to plan learning, and appropriate digital tools for documentation and family communication.

• Commitment to safeguarding, professional ethics, cultural responsiveness, reflection, and ongoing professional learning. International school experience is desirable.

The duties may evolve in consultation with the Elementary School Principal and Head of School as school needs and priorities develop.

About Dar Essalam American School (DAS)

Dar Essalam American School (DAS) is an international school located in the vibrant Hay Riad neighborhood of Rabat, Morocco. Situated on a sprawling five-hectare campus, DAS delivers a unique approach to global education by integrating the best of Finnish and American pedagogical practices while staying deeply rooted in Moroccan culture and values.

Established by the Education Development Company (EDC), Morocco's leading education provider, DAS is a flagship institution that champions innovation, cultural understanding, and academic excellence.