Staff Expectations

Early Education Teaching Staff

Fremont Christian Early Education Department offers a comprehensive early childhood program from toddler through kindergarten-entry, with high-quality early educators. We use a curriculum and philosophic framework that is play-and-research-based and that integrates developmentally appropriate practice within a Christian worldview.

• are finger printed, have background clearance, CPR/first-aid certification, and are fully qualified teachers with educational backgrounds that exceed the minimum state requirements.
• have degrees that include AA, BA, BS, and MS in fields that include early childhood development, child psychology, human growth and development, and teacher education.
• have received training from The Center for Social Emotional Foundations of Early Learning (CA-CSEFEL) from a certified mental health consultant from WestEd and implement Teaching Pyramid Practices. 
• have taken courses in child development; early childhood curriculum; child, family, and community; and three additional units in any early childhood education (ECE).
• are Christian educators according to John 3:16.

Classrooms offered: Toddler, Thankful Tigers (P1), Zealous Zebras (P2), Prayerful Pandas (P3), Obedient Owls (P4), Loving Lambs (P5), Loving Ladybugs (P6), Beautiful Butterflies (P7), Faithful Frongs (P8), and Transitional Kindergarten.

Elementary & Secondary Teaching Staff

On our elementary and secondary campuses, teachers (with the exception of performance teachers: music, art, physical education, and world languages) receive on-going professional development with Project GLAD (Guided Language Acquisition Design). This research-based model supports instruction across areas that are rich in content and high level vocabulary, promotes higher level learning and metacognition, encourages gradual release of responsibility, and embodies 21st century learning. GLAD is a powerful instructional model that sets high standards and high expectations for all students and fosters student engagement and learning with understanding across content areas. It is based on brain research, best instructional practices, and Backwards Design (Wiggins & McTighe).

The GLAD model emphasizes solving one’s problems, respecting others, and making good choices. Students are expected to explain their thinking (prove it!) and be metacognitive learners. “Metacognition refers to people’s abilities to predict their performances on various tasks and to monitor their current levels of mastery and understanding” (Bransford, Brown, & Cocking, 2000). Metacognitive learners are able to think about their own learning: Does this make sense? How am I doing? What am I doing well? What can I do better?

Read the Curriculum Overview for a full picture of what our teachers do. 

A note on our specialists: Here at FCS, our specialists support programs and teachers to create an environment where students can explore a variety of opportunities.