Job DescriptionJob DescriptionGENERAL DESCRIPTION: Responsible for a Head Start classroom of 3- to 5-year-old children. Work collaboratively with an assistant teacher, family members, and other staff to achieve positive outcomes for children of all abilities.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Provide emotional support through establishing a positive climate, being aware of and responsive to children, and encouraging child expression and autonomy.
2. Use strategies for behavior management, such as clear behavior expectations, being proactive and redirecting misbehavior.
3. Foster classroom productivity and maximize learning time, while engaging children with a variety of modalities and materials.
4. Provide instructional support through concept development, fostering children’s analysis and reasoning, engaging in feedback loops, and modeling and supporting high-quality language.
5. Ensure classroom arrangement, materials and displays are organized and conducive to children’s learning.
6. Implement chosen curriculum with fidelity, being aware of the big ideas while also following all assigned guidance and resources.
7. Prepare or modify weekly lesson plans and prepare to implement small-group activities, read-alouds, circle time, and other curriculum components.
8. Provide children with a consistent classroom routine and facilitate all parts of the routine to support child learning.
9. Interact with children intentionally throughout the day to provide differentiated support.
10. Collect documentation of children through ongoing observation, embedded and direct assessment activities.
11. Complete quarterly assessment checkpoints, reliably, for each child.
12. Analyze child assessment data and use it to plan and individualize.
13. Complete developmental and social-emotional screenings on all children within prescribed time frames.
14. Complete theme based Individualized Learning Plans to identify specific goals and implement developmentally appropriate strategies for each child in class.
15. Integrate Individual Education Plans (IEPs) or referral action plans for children with diagnosed or suspected special needs.
16. Implement PBS practices and Program Wide Expectations
17. Establish positive and productive relationships with families through building rapport and trust.
18. Schedule and complete two home visits and two parent-teacher conferences each year.
19. Encourage and engage family members to serve as classroom volunteers.
20. Collaborate with family services staff to support families in implementing family life practices, extending learning into the home, and meeting expectations for attendance.
21. Follow all guidance and expectations to support of Shine On, Families initiative.
22. Participate in ongoing reflective coaching and self-assessment.
23. Collaborate with the assistant teacher and other staff in the center.
24. Share pertinent information with family services, disabilities/mental health or health/nutrition staff, as needed, to meet the needs of individual children and families. Participate in case conferences as appropriate.
25. Know and understand School Readiness Goals and strive to help all children achieve them.
26. Provide classroom experiences that are developmentally, linguistically, culturally and age-appropriate for the children served.
27. Establish and maintain a safe, healthy learning environment, including full supervision of children at all times, in accordance with Head Start and childcare licensing requirements.
28. Conduct daily health/safety monitoring of the indoor and (as requested) outdoor environment.
29. Follow all health and hygiene practices, including hand-washing, sanitizing, and universal precautions.
30. Supervise mealtimes and “family style dining” with children.
31. Supervise all classroom field trips and outdoor activities.
32. Maintain required documentation of activities, including child and family information, assessment data, volunteer logs, etc.
33. Participates in assigned meetings, events and training as required.
34. Performs any and all other duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
- AA/AS in Early Childhood Education OR BA/BS in Early Childhood Education –OR- state awarded preschool teacher certification with experience teaching preschool aged children–OR- BA/BS in related field with at least six college courses in Early Childhood Education plus experience teaching preschool aged children.
- BA Highly preferred.
- Bilingual (Spanish) preferred
- Physical exam and background checks are required for this position.
- Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.
- Must have a valid driver’s license and reliable transportation.
- Ability to interact effectively with people from diverse backgrounds.
- Ability to communicate effectively, verbally and in writing.
- Demonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigation.
- Must be honest, dependable and able to meet deadlines.
- Self-motivated and able to work independently.
DISCLAIMER:The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Job DescriptionJob DescriptionGENERAL DESCRIPTION: You must review, approve and monitor the planning of the personnel under your charge. Conduct supervisory visits to identify needs in the area in charge, provide reflective supervision, guidance and timely technical assistance to the staff under their charge according to the identified needs in order of priorities and ensure that staff meet performance standards. TASKS AND ESSENTIAL JOB RESPONSIBILITIES: Serve as education supervisor for the center, overseeing implementation of all aspects of education services. Understand the personnel policies and procedures, and ensure that the people you supervise are aware of these and any changes to them that occur. Support the effective implementation of the education content area, implementing all relevant policies and procedures.Work with teachers to implement a program curriculum that incorporates all elements and meets all standards established by Boys and Girls Club of PR (in compliance with Head Start standards and best practices). Oversee and approve the preparation of weekly lesson plans, including individualization and all other required elements.Ensure that teachers integrate goals from Individual Education Plans (IEPs) for children with disabilities (in consultation with Early Learning Inclusion Specialists).Ensure the completion of all required child screenings and assessments, including 45 and 90-day requirements for new children and quarterly progress assessments for all children.Ensure that classrooms, gym and outdoor areas are supplied with developmentally appropriate materials.Participate in team meetings, home visits, and community events as needed.Support teachers in understanding child outcomes data and using it to improve practice.Provide teachers with coaching and support for quality improvement and professional growth through regular observation and formal and informal feedback. Assist teaching staff in developing a system offering parents opportunities for enhancing and increasing their child observation skills. Coordinate training for parents and community members wanting to volunteer in the classroom.Model best practices within the service area.Lead regular team meetings to ensure effective communication and service coordination.Ensure children’s individual health, nutrition, disabilities or mental health needs are met, through implementation of Boys and Girls Club of PR referral system, coordination with appropriate coordinators/specialists, and participation in case conferences as necessary. Develop a working knowledge of local community resources related to education and transition.Actively participate in Head Start/Early Head Start community, including staff meetings, mandated training, committee meetings, and other program-wide functions as needed, including some evening activities. Attend local, state and regional initiatives to represent the center and Programs.Ensure complete and accurate implementation of all required systems for recordkeeping and reporting, including:Individual child/family filesMaster bindersEducation portfolios or other documentation of early childhood education servicesIn-kind contributions from parents or community membersPurchasing and tracking of supplies and equipmentEmployee timekeeping Employee paid time offAttendance and payments (as appropriate) for Full/Extended DayChild, family & program information in ChildPlusChild observations, assessment & planning information in CreativeCurriculum.netReview quarterly MBO (managing by outcomes) report and ensure all concerns are addressed in a timely fashion.Revisar los datos de resultados infantiles trimestrales y anuales y supervisar la planificación de los maestros para ayudar a todos los niños a lograr avances en su desarrollo.Participar en la planificación anual y trimestral para establecer, planificar y monitorear las metas del programa. Contribuir a la revisión y revisión anual del plan de servicios integrados del programa.Realiza todas y cada una de las demás tareas que le sean asignadas.SUPERVISION EMPLOYEE DEVELOPMENT: Establishes action plans that encourage the development of its employees (behavior and performance), especially its key talent. PERFORMANCE REVIEW: Complete performance appraisals on time and correctly identify your employees' areas of strength, opportunity, and development. ORGANIZATIONAL ENVIRONMENT AND CULTURE: Ensures a positive work environment in which commitment, resources, collaboration and recognition are encouraged.COMMUNICATION: Effectively communicates expectations, needs, critical situations, organizational objectives and the role of your team in meeting them.PERFORMANCE MANAGEMENT: Effectively management situations of poor performance. Take required disciplinary action, in an objective and fair manner, following Program Policies and Procedures and EEO requirements. This includes requirements involving the Head Start Policy Council in employee hiring and termination as outlined in Performance Standards 45 CFR 1304, Appendix A.SUSTAINABILITY: Hiring, training, scheduling, evaluating, and ensuring accuracy, timeliness, and the completion of all work performed by direct reports. EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:Bachelor’s Degree in Early Childhood Education preferred. Infant/Toddler education/training preferred for Early Head Start.Previous experience teaching in an early childhood setting; experience with supervision, management or coaching preferred.Experience managing an infant/toddler and preschool programBilingual in Spanish and English preferredKnowledge of infant/toddler health and safety licensing requirements (if applicable)Experience with collaborations and community partnerships (if applicable)Physical exam and background checks are required for this position.Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.Must have a valid driver's license and reliable transportation.PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:Ability to sit most of the time with some bending and reaching.Ability to stand, walk, and bend periodically.Ability to engage in repetitive movement of wrists, hands, and fingers – typing and/or writing. Ability to work frequently at close visual range (i.e. preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading).Ability to receive and respond to oral communication.Ability to exert up to 10 pounds of force to lift, carry, push, pull, or otherwise move objects. Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes:TelephonePersonal Computer (monitor, keyboard, and mouse) or TabletPrinter/Photocopy MachineCalculatorMay be required to operate a motor vehicle during the course of duties.ORGANIZATIONAL VALUES:Empathy: We believe in showing love and compassion to all of our beneficiaries and in everything we do. We work hard to ensure respect, solidarity and purpose and we are dedicated to a sense of mutual service based on a deep sense of empathyInclusion trust: We learn from those most affected by the poverty. We develop opportunities with them at the center of what we do. We discover the needs for being able to design and implement the right solutions at scale. Ethical Transparency: Our mission to eradicate poverty infantile in Puerto Rico is the driving force to do things well, with the best governance, ethics and transparency. Creative Innovation: We build a better country. We recognize that the opportunities to which we aspire require new solutions. Creativity and innovation are our tools to create a better quality of life. DISCLAIMER:The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Job DescriptionJob DescriptionGENERAL DESCRIPTION: Work as a member of a team whose primary role is to engage all families to partner with us to promote children’s healthy development and school readiness. Use knowledge of the principles of family engagement to support families in their roles as their child’s primary educator, encourages parent/child interactions that promote children’s school readiness and healthy development, and enhances family well-being. Provide more intensive and targeted support to vulnerable families and families of children with chronic health conditions and special needs in order to ensure that our engagement strategies meet their specialized needs.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
Engage families (as partners) in individualized, in-home, and group experiences to enhance parent-child interactions that research shows promote school readiness through consistent family routines, positive guidance, and discipline , home environments rich in literacy experiences and activities. Support family engagement and/or ERSEA leadership from participation in programming, planning, and coordination of recruitment activities throughout the year, transitions and third year revision as well as attendance tracking to engage families in our program and motivate their active participation Engage families in the Family Engagement Contract process in order to build relationships and shared accountability for promoting children’s development. Involucrar a las familias en el proceso del Contrato de Participación Familiar con el fin de construir relaciones y responsabilidad compartida para promover el desarrollo de los niños. Family Partnership Process: Use family self-assessment information to assist families with self-identified goals to improve self-sufficiency in areas such as education, employment, housing, and access to community resources and where necessary coordinate o refer families to opportunities for continuing education, job training and other employment services through formal or informal networks in the community, this within relationships that are appropriate to the cultural context of the families, as well as respectful of the circumstances and/or or family contexts. Analyze self-sufficiency data and utilize data/results to plan and coordinate a variety of parent cohort groups that allow families to support one another to achieve self-sufficiency goals. Implement a research based Family Curriculum, (Shine On, Families) that extends our classroom curriculum into the family's home, modeling high quality adult- child interactions teachers use in their classrooms for families. Focus on coordination and collaboration with education. Work and document case management with vulnerable families providing a minimum of more intensive monthly contact, face to face or by telephone, with the vulnerable families of cases identified through their self-assessment or interactions/communication with the family. Assure that families receive immediate support during times of crisis, and assist with referrals to community based resources to meet counseling, treatment, entitlement or other needs. Identify and access services and resources responsive to family interests and goals and follow-up with parents to ensure that services met their expectations and needs. Carry out workshops and group activities and/or monthly parent meetings at the center, designed to foster a sense of community and belonging among families to strengthen social capital and commitment to their participation in their children's learning and development of their children. Cultivate family leadership and support their advocacy efforts through participation in program governance bodies such as Policy Council, as well as neighborhood and community based advisory groups. Work in conjunction with center staff and families to plan and conduct a wide variety of family engagement activities that provide opportunities for families to support one another, including, but not limited to the following: Conduct activities, and campaigns that promote children’s school readiness.Self-Sufficiency Sector Groups.Build relationships that improve communication and collaboration between internal resources (interdisciplinary team) working hand-in-hand with the departments of health, early learning and disabilities and other members of the family engagement team to support families to fully participate in all aspects of our program. Inform and follow up with families and team about children with allergies, chronic health conditions, or special needs so that medical documentation is received and case conferences are conducted prior to entry. Participate in case discussion meetings, Individualized Health Plans, Action Plans (NE), and Nutrition Plans to support the family in the process and identify any needs for family support. Establish regular coordination and communication with Health, Nutrition and Disabilities team members in order to provide more intensive support to families of children with chronic health conditions and special needs, including targeted goal setting, and assistance with building family advocacy skills to navigate community systems of care for their children Work in coordination with members of the Health and Nutrition team to ensure that a determination of a home and medical and dental insurance is made within 30 days of the child entering the program. Develop strategies and follow-up with parents to ensure that all children in the case group are up to date with EPSDT requirements, and that the determination of the child's EPSDT status is made within 90 days of the child's entry into the program, including receiving timely assessment and treatment for identified concerns Develop effective communication and collaborative strategies with teaching teams to encourage family engagement in home learning activities, including individualizing activities based upon family interests and children’s developmental status. Establish and maintain working relationships with community partners to strengthen access to resources and training identified as priority goal areas by families. Ensure timely follow up on program inquiries and maintain an updated tracking system of potential enrollees. By interview with family, determine eligibility of children/families, ensuring all family documentation is accurate and complete, ensuring all eligibility, selection, and enrollment processes adhere to Head Start Performance Standards and BGCPR Work with the Family Coordinator and ERSEA leadership to maintain a current and accurate waiting list and enroll children/families based on selection criteria to fill openings as they occur Track children in caseloads with daily calls to children who are absent from the program and attendance entry into the Insight System Develop attendance goals, discuss and follow up with families of children experiencing chronic absenteeism. Maintain accurate electronic and hard copy records and case notes to support positive child and family outcomes. Ensure that all ERSEA (Eligibility, Recruitment, Selection, Enrollment and Attendance) information is accurately captured and documented in electronic and hard copy records. Document efforts to assist families to identify their strengths, needs and self-sufficiency goals through completion of Family Self-Assessment, Family Partnership Agreement, and case notes. Attend and follow up on referrals made to family support services and that are written in the System. Submit the reports requested by family area in the stipulated time. Ensure that all PIR data is up to date in data system per caseload Implement strategies and activities in order to collect In Kind from the area of family engagement. EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
Bachelor’s Degree in Social Work, Human Services, Family Services/Engagement, Counseling or a related field preferred, OR AA or BA in another field with a commitment to complete Family Services/Certificate/Credential within 18 months of hire. We will also consider candidates with a High School Diploma with 3 years experience working in the community with families and a completed Family Development Certificate or Credential.Bilingual Required- translation and interpretation. (per program- language(s) specific).Experience, training, and skills with assisting the parents of young children to advocate for their familiesExperience working in low-income diverse communities preferredPhysical exam and background checks are required for this position.Must have reliable personal transportation as travel from site to site is required.Travel required locally or long-distance up to 10% of the time for work-related meetings and functions. Must have a valid driver’s license and reliable transportation.A passion for achieving positive child and family outcomes through high-quality family engagementAbility to interact effectively with people from diverse backgrounds.Ability to communicate effectively, verbally and in writing.Demonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigation.Must be honest, dependable and able to meet deadlines.Self-motivated and able to work independently.PHYSICAL REQUIREMENTS & WORK ENVIRONMENT: Ability to sit most of the time with some bending and reaching.Ability to stand, walk, and bend periodically.Ability to engage in repetitive movement of wrists, hands, and fingers – typing and/or writing. Ability to work frequently at close visual range (i.e. preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading).Ability to receive and respond to oral communication.Ability to exert up to 10 pounds of force to lift, carry, push, pull, or otherwise move objects. Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes:TelephonePersonal Computer (monitor, keyboard, and mouse) or TabletPrinter/Photocopy MachineCalculatorFax MachineMay be required to operate a motor vehicle during the course of duties.ORGANIZATIONAL COMPETENCIES: Goal Oriented: Ability to execute actions, use resources efficiently, and make timely decisions according to the quality standards expected by the organization to obtain the expected results. Service Oriented: Ability to identify and understand the needs and expectations of people in relation to the organization, and serve them with the required quality. Teamwork: Ability to build cooperative relationships based on trust with the people whom will interact with at work. Promoting the achievement of the organization’s objectives. Effective Communication: Ability to listen and express in a clear, concrete and timely way through writing, verbal and non-verbal communication. Organizational Commitment: Ability and willingness to align one’s behavior with the needs, priorities, values and objectives of the organization, and act based on organizational policies and procedures. Willingness to Change: Ability to propose changes and adapt work actions to the new realities presented by the organization and its context. Professional Development: Ability to be an example, by practicing self-development, actively participating in learning forums and promoting the best human resources practices. Safety: Ability to quickly manage and alert a work-related safety and/or emergency. ORGANIZATIONAL VALUES: Extraordinary: Uses his talent and experience to clarify structure, roles and relationships and transform obstacles into opportunities.Missionary: Maintains self-control in situations of stress and conflict, seeks support when necessary and is committed to letting others know when their behaviors affect them.Collaborator: Demonstrates availability, cordiality and participates in face-to-face communication with colleagues and clients, uses email to inform.Participative: Complies with established agreements and increases conversations, negotiating priorities and / or asking questions to validate information.Creative: Promotes a sense of innovation for the development of new ideas, trends and processes to carry out their work.Utopian: Focused on professional development and change management, ensuring to include all those who are impacted by the change.
Job DescriptionJob DescriptionGENERAL DESCRIPTION: You must review, approve and monitor the planning of the personnel under your charge. Conduct supervisory visits to identify needs in the area in charge, provide reflective supervision, guidance and timely technical assistance to the staff under their charge according to the identified needs in order of priorities and ensure that staff meet performance standards. TASKS AND ESSENTIAL JOB RESPONSIBILITIES: Serve as education supervisor for the center, overseeing implementation of all aspects of education services. Understand the personnel policies and procedures, and ensure that the people you supervise are aware of these and any changes to them that occur. Support the effective implementation of the education content area, implementing all relevant policies and procedures.Work with teachers to implement a program curriculum that incorporates all elements and meets all standards established by Boys and Girls Club of PR (in compliance with Head Start standards and best practices). Oversee and approve the preparation of weekly lesson plans, including individualization and all other required elements.Ensure that teachers integrate goals from Individual Education Plans (IEPs) for children with disabilities (in consultation with Early Learning Inclusion Specialists).Ensure the completion of all required child screenings and assessments, including 45 and 90-day requirements for new children and quarterly progress assessments for all children.Ensure that classrooms, gym and outdoor areas are supplied with developmentally appropriate materials.Participate in team meetings, home visits, and community events as needed.Support teachers in understanding child outcomes data and using it to improve practice.Provide teachers with coaching and support for quality improvement and professional growth through regular observation and formal and informal feedback. Assist teaching staff in developing a system offering parents opportunities for enhancing and increasing their child observation skills. Coordinate training for parents and community members wanting to volunteer in the classroom.Model best practices within the service area.Lead regular team meetings to ensure effective communication and service coordination.Ensure children’s individual health, nutrition, disabilities or mental health needs are met, through implementation of Boys and Girls Club of PR referral system, coordination with appropriate coordinators/specialists, and participation in case conferences as necessary. Develop a working knowledge of local community resources related to education and transition.Actively participate in Head Start/Early Head Start community, including staff meetings, mandated training, committee meetings, and other program-wide functions as needed, including some evening activities. Attend local, state and regional initiatives to represent the center and Programs.Ensure complete and accurate implementation of all required systems for recordkeeping and reporting, including:Individual child/family filesMaster bindersEducation portfolios or other documentation of early childhood education servicesIn-kind contributions from parents or community membersPurchasing and tracking of supplies and equipmentEmployee timekeeping Employee paid time offAttendance and payments (as appropriate) for Full/Extended DayChild, family & program information in ChildPlusChild observations, assessment & planning information in CreativeCurriculum.netReview quarterly MBO (managing by outcomes) report and ensure all concerns are addressed in a timely fashion.Revisar los datos de resultados infantiles trimestrales y anuales y supervisar la planificación de los maestros para ayudar a todos los niños a lograr avances en su desarrollo.Participar en la planificación anual y trimestral para establecer, planificar y monitorear las metas del programa. Contribuir a la revisión y revisión anual del plan de servicios integrados del programa.Realiza todas y cada una de las demás tareas que le sean asignadas.SUPERVISION EMPLOYEE DEVELOPMENT: Establishes action plans that encourage the development of its employees (behavior and performance), especially its key talent. PERFORMANCE REVIEW: Complete performance appraisals on time and correctly identify your employees' areas of strength, opportunity, and development. ORGANIZATIONAL ENVIRONMENT AND CULTURE: Ensures a positive work environment in which commitment, resources, collaboration and recognition are encouraged.COMMUNICATION: Effectively communicates expectations, needs, critical situations, organizational objectives and the role of your team in meeting them.PERFORMANCE MANAGEMENT: Effectively management situations of poor performance. Take required disciplinary action, in an objective and fair manner, following Program Policies and Procedures and EEO requirements. This includes requirements involving the Head Start Policy Council in employee hiring and termination as outlined in Performance Standards 45 CFR 1304, Appendix A.SUSTAINABILITY: Hiring, training, scheduling, evaluating, and ensuring accuracy, timeliness, and the completion of all work performed by direct reports. EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:Bachelor’s Degree in Early Childhood Education preferred. Infant/Toddler education/training preferred for Early Head Start.Previous experience teaching in an early childhood setting; experience with supervision, management or coaching preferred.Experience managing an infant/toddler and preschool programBilingual in Spanish and English preferredKnowledge of infant/toddler health and safety licensing requirements (if applicable)Experience with collaborations and community partnerships (if applicable)Physical exam and background checks are required for this position.Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.Must have a valid driver's license and reliable transportation.PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:Ability to sit most of the time with some bending and reaching.Ability to stand, walk, and bend periodically.Ability to engage in repetitive movement of wrists, hands, and fingers – typing and/or writing. Ability to work frequently at close visual range (i.e. preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading).Ability to receive and respond to oral communication.Ability to exert up to 10 pounds of force to lift, carry, push, pull, or otherwise move objects. Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes:TelephonePersonal Computer (monitor, keyboard, and mouse) or TabletPrinter/Photocopy MachineCalculatorMay be required to operate a motor vehicle during the course of duties.ORGANIZATIONAL VALUES:Empathy: We believe in showing love and compassion to all of our beneficiaries and in everything we do. We work hard to ensure respect, solidarity and purpose and we are dedicated to a sense of mutual service based on a deep sense of empathyInclusion trust: We learn from those most affected by the poverty. We develop opportunities with them at the center of what we do. We discover the needs for being able to design and implement the right solutions at scale. Ethical Transparency: Our mission to eradicate poverty infantile in Puerto Rico is the driving force to do things well, with the best governance, ethics and transparency. Creative Innovation: We build a better country. We recognize that the opportunities to which we aspire require new solutions. Creativity and innovation are our tools to create a better quality of life. DISCLAIMER:The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Job DescriptionJob DescriptionGENERAL DESCRIPTIONThe job involves receiving, recording, controlling, controlling, distributing and disposing of Head Start & Early Head Start and Boys & Girls Clubs of Puerto Rico GCPR program property. Combines office and field work duties, manages all aspects of assigned properties. Design dispatch plans for material to suit the needs of the program. Inspect and organize maintenance to meet the standards of the position. ESSENTIAL JOB DUTIES AND RESPONSIBILITIES: Oversee and manage the daily operations of the warehouse, including storage and shipment of products or materials, while ensuring effective coordination among staff.Oversee and enforce company policies and safety regulations to ensure the safety of all warehouse employees.Manage inventory, including maintaining accurate records.Effectively plan and allocate resources to meet daily operational needs, maximizing productivity.Train, mentor and provide regular feedback to warehouse personnel in order to cultivate their skills and experience, enabling them to perform their duties with maximum efficiency.Collaborate with other departments, such as logistics and purchasing, to effectively manage and prioritize inbound and outbound shipments.Constantly look for opportunities to improve processes and implement changes to increase efficiency and reduce costs.Conduct periodic inspections and audits to maintain cleanliness, organization, and compliance with quality standards.Manage and resolve any warehouse related issues or conflicts that may arise, ensuring prompt resolution and maintaining positive employee relations.Prepare and analyze reports on warehouse operations, including productivity, inventory levels and shipping/receiving accuracy, providing recommendations for improvement.Participate in staff meetings, conferences, training sessions and workshops as assigned.Maintain confidentiality regarding staff and family information.Fulfill the role of mandated reporter as outlined in the Child Abuse and Neglect Policy.Perform any other job related duties as requested by their supervisor. Be present on the job to provide consistency of services.Be a contributing team member in a positive/productive manner.Demonstrate commitment to mission, values and policies in the performance of daily tasks.EXPERIENCE, EDUCATION, SKILLS AND KNOWLEDGE REQUIRED:High school diploma or equivalent; Bachelor's degree in logistics, supply chain management or related field preferred.Strong leadership ability with excellent interpersonal and communication skills and effectively motivate staff.Demonstrated experience in supervisory roles in a warehouse environment.Knowledge of warehouse safety regulations and experience implementing safety protocols.Physical exam and background check required for this position.Travel required locally or long distance up to 10% of the time for meetings and job related functions.Ability to interact effectively with people from diverse backgrounds.Ability to communicate effectively, verbally and in writing.Demonstrated computer literacy skills, using MS Office applications and other basic data systems, including internet browsing.Must be honest, reliable and able to meet deadlines.Self-motivated and able to work independently.Strong knowledge of warehouse operations including receiving, warehousing and shipping procedures as well as inventory control techniques.Demonstrated problem solving ability to quickly identify and resolve operational challenges.Ability to prioritize tasks and manage time effectively to meet deadlines and operational requirements.Strong attention to detail and accuracy in record keeping and inventory management.Excellent organizational skills.Familiarity with safety standards and best practices for maintaining a safe work environment.Ability to work in a fast-paced and dynamic environment, adapting to changing priorities and demands.Analytical mindset with ability to analyze data and identify trends to drive continuous improvement.Maintain confidentiality regarding staff and family information.Fulfill mandatory reporting role as outlined in the Child Abuse and Neglect Policy.Perform any other job related duties as requested by their supervisor. Be present on the job to provide consistency of services.Be a contributing team member in a positive/productive manner.Demonstrate commitment to the mission, values and policies in the performance of daily tasks. PHYSICAL REQUIREMENTS AND WORK ENVIRONMENTAbility to sit most of the time with some bending and reaching.Ability to stand, walk and bend periodically.Ability to engage in repetitive wrist, hand and finger movements: typing and/or writing. Ability to work frequently at close visual range (i.e., preparation and analysis of facts and figures, bookkeeping, transcription, computer terminal, extensive reading).Ability to receive and respond to oral communication.Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects. Must have a category 4 driver's license and reliable transportation.Noise level in work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). May be required to operate a motor vehicle during the course of duties. ORGANIZATIONAL COMPETENCIES: ACHIEVEMENT ORIENTED: Ability to execute actions, efficiently use resources and make timely decisions according to the quality standards expected by the organization to obtain the expected results.SERVICE ORIENTED: Ability to identify and understand the needs and expectations of people in relation to the organization and meet them with the required quality. TEAMWORK: Ability to build relationships of cooperation and trust with the people with whom he/she interacts at work, to promote the achievement of the organization's objectives.EFFECTIVE COMMUNICATION: Ability to listen and express oneself in a clear, concrete and timely manner through writing and verbal and non-verbal language. ORGANIZATIONAL COMMITMENT: The ability and willingness to align one's behavior with the needs, priorities, values and objectives of the organization and to act accordingly, abiding by the organization's policies and procedures.WILLINGNESS TO CHANGE: Ability to propose changes and adapt work actions to the new realities presented by the organization and its environment.PROFESSIONAL DEVELOPMENT: Ability to set an example by practicing self-development, actively participating in learning forums and promoting best practices in human resources.SAFETY: Ability to quickly alert to a safety and/or emergency situation related to work. DISCLAIMER:Due to the nature and possible changes in the requirements of the Office of Head Start, the information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor is it intended to be construed as, an exhaustive inventory of all duties, responsibilities, qualifications, and objectives required of employees assigned to this position.
Job DescriptionJob DescriptionGENERAL DESCRIPTION: Responsible for keeping Central Office’s common areas clean and in optimal condition at all times.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Inspect internal and external areas daily, and will inform the immediate Supervisor of any damage.
2. Clean all areas daily in order to maintain a safe and appealing place for employees and visitors.
3. Maintain contact with staff and supervisor to receive and provide information, discuss situations, explain guides and instructions and offer advice.
4. Perform routine maintenance ensuring health and safety measures.
5. Clean and polish vinyl floors and carpets using the equipment necessary this purpose.
6. Provide support to the Clubs and will mobilize if necessary to carry out maintenance-related tasks.
7. Maintain or repair specialized equipment or machinery located in the facilities.
8. Paint or repair roofs, windows, doors, floors, woodwork, plaster, drywall, or other parts of building structures.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
- High school diploma.
- At least one (1) year or more of experience working in maintenance and/or repairs.
- Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
- Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
- Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
- Building and Construction — Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
- Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
- Repairing and Maintaining Mechanical Equipment — Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
- Repairing and Maintaining Electronic Equipment — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines, devices, and equipment that operate primarily on the basis of electrical or electronic (not mechanical) principles.
- Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
- Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
- Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
DISCLAIMER:The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Job DescriptionJob DescriptionGENERAL DESCRIPTION: Serve as an Assistant Teacher for a Head Start classroom. Share responsibility for a Head Start classroom of 3- to 5-year-old children. Work collaboratively with the teacher, family members and other staff to achieve positive outcomes for children of all abilities.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. The assistant teacher’s role encompasses effective practices in the following: a) CLASS™ teacher-child interactions; b) Learning environment; c) Curriculum; d) Child assessment; e) Meeting all children’s needs; f) Working with families; g) Professional growth and collaboration.
2. Use knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.
3. Implement a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.
4. Address challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.
5. Use observations of children and anecdotal notes to document children’s progress and individualize curriculum.
6. Create partnerships with families to establish positive interaction patterns in program, school, and home.
7. Assist in ensuring that the written curriculum includes:
a. goals for children’s development and learning;
b. the experiences through which children will achieve these goals;
c. what staff and parents can do to help children achieve these goals;
d. the materials needed to support the implementation of the curriculum towards achieving the stated goals.
8. Responsible for collaborating with the Teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom
9. Assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.
10. Follow program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
11. Implement experiential learning activities advancing the intellectual and emotional competence of infants and toddlers.
12. Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.
13. Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences.
14. Implement Individual Family Services Plans (IFSPs) for children with disabilities.
15. Provide children with a consistent classroom routine.
16. Provide supervision and ensure the safety and security of children at all times in accordance with Early Head Start and day care licensing requirements.
17. Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social skills for infants and toddlers.
18. Supervise all classroom field trips and outdoor activities.
19. Understand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.
20. Invite parent involvement in the development of the program’s curriculum and approach to child development and education.
21. Provide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.
22. Encourage parent participation in staff-parent conferences and home visits discussing their child’s development and education.
23. Establish positive and productive relationships with families focusing on building trust and rapport.
24. Work with the Teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.
25. Participate in parent orientation and ongoing parent training as required.
26. Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in the classroom as needed.
27. Share pertinent information with Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in case conferences as appropriate.
28. Maintain regular contact with parents and complete appropriate documentation.
29. Forward classroom updates to the Teacher to be included in the monthly newsletter.
30. Direct developmental concerns to the Health, Nutrition and Disabilities Coordinator.
31. Request supplies as needed and participate in classroom/program inventory as requested.
32. Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.
33. Conduct daily health checks.
34. Assess children on an on-going basis. Gather and organize anecdotal notes into the key goals and objectives and document in CreativeCurriculum.net.
35. Work with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with the education coordinator and make adjustments to curriculum planning and implementation as needed.
36. Model appropriate classroom practices.
37. Work with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.
38. Assist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines.
39. Maintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.
40. Participates actively in bi-weekly Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.
41. Participates actively in bi-weekly Assistant Teacher Meetings.
42. Participates in assigned meetings, events and training as required.
43. Performs any and all other duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
● At a minimum, a Child Development Associate (CDA) credential or a state awarded certificate that meets or exceeds the requirements for a CDA credential, are enrolled in a program that will lead to an associate or baccalaureate degree or are enrolled in a CDA credential program to be completed within two years of the time of hire.
● Physical exam and background checks are required for this position.
● Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.
● Must have a valid driver’s license and reliable transportation.
● Ability to interact effectively with people from diverse backgrounds.
● Ability to communicate effectively, verbally and in writing.
● Demonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigation.
● Must be honest, dependable and able to meet deadlines.
● Self-motivated and able to work independently.
DISCLAIMER:The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Job DescriptionJob DescriptionGENERAL DESCRIPTION: Responsible for a classroom of children 0-3 years of age. Work collaboratively with his/her partner Teacher to ensure the successful operation of a classroom with a total of 6-8 children. Along with families and colleagues, work to achieve meaningful progress of each child along his/her own unique developmental path and toward school readiness goals.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Use knowledge of the principles of child growth and development to work with children and communicate with families, internal and external stakeholders.
2. Implement child-centered daily routine, curriculum and learning environment that encourages the development of age-appropriate positive social interactions, active exploration/ engagement in learning, and self-motivation (curiosity) to promote development in all domains for children of all abilities.
3. Understand the development of self-regulation in infants-toddlers as well as age-appropriate expectations for pro-social behaviors. Creates a nurturing, responsive environment that promotes positive and development of social and emotional competencies. Observes closely and with understanding to determine possible causes of challenging behavior, implementing preventive measures, teaching children new social and communication skills in partnership with families.
4. Use observations of children and anecdotal notes to document children’s progress and individualize curriculum
5. Creates partnerships with families to establish positive interaction patterns in program, school, and home.
6. Will assist in ensuring that the written curriculum includes:
a. goals for children’s development and learning;
b. the experiences through which children will achieve these goals;
c. what staff and parents can do to help children achieve these goals;
d. the materials needed to support the implementation of the curriculum towards achieving the stated goals;
e. Support the social and emotional development of children.
f. Responsible for collaborating with a partner Teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom
7. Will assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.
8. Planning and implementing learning experiences that advance the cognitive and physical development of children, including progress toward school readiness goals by developing their language (understanding and increasingly complex use, expanding vocabulary) emergent literacy, print and numeracy awareness, their appreciation of books and their problem-solving abilities.
9. Follow program curriculum providing ample opportunities for natural play and hands on experiences that reflect the learning styles of individual children in the group.
10. Implement developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
11. Establish and maintain a safe, healthy learning environment.
12. Implement experiential learning activities advancing the intellectual and emotional competence of infants and toddlers.
13. Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.
14. Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences.
15. Implement Individual Family Services Plans (IFSPs) for children with disabilities.
16. Provide children with a consistent classroom routine that is responsive to individual infants and toddlers’ needs.
17. Provide supervision and ensure the safety and security of children at all times in accordance with Early Head Start and day care licensing requirements.
18. Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity (toddlers and 2’s) to model good nutrition and proper social skills for infants and toddlers.
19. Feed all infants on demand.
20. Hold all non-mobile infants during feeding.
21. Supervise all classroom field trips and outdoor activities.
22. Understand regulations associated with prevention of disease and injury, including proper diapering procedures, and the exercise of universal precautions, and the prevention of contamination.
23. Invite parent involvement in the development of the program’s curriculum and approach to child development and education.
24. Encourage the involvement of the families of the children in a Early/ Head Start program and supporting the development of relationships between children and their families.
25. Provide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.
26. Encourage parent participation in staff-parent conferences and home visits discussing their child’s development and education.
27. Establish positive and productive relationships with families focusing on building trust and rapport.
28. Work with a partner Teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.
29. Participate in parent orientation and ongoing parent trainings as required.
30. Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to their Family Advocate. Support parent volunteers in classroom as needed.
31. Share pertinent information with Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in case conferences as appropriate.
32. Maintain regular contact with parents and complete appropriate documentation (e.g. daily reporting on infant sleep, eating and elimination).
33. Forward classroom updates to the Center Director to be included in monthly newsletter.
34. Direct developmental concerns to the Health, Nutrition and Disabilities Coordinator.
35. Request supplies as needed and participate in classroom/program inventory as requested.
36. Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.
37. Conduct daily health checks.
38. Assess children on an on-going basis. Gather and organize anecdotal notes into the key goals and objectives and document in GOLD.
39. Work with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with education leadership and make adjustments to curriculum planning and implementation as needed.
40. Model appropriate classroom practices.
41. Work with the Center Director and partner Teacher to develop and support the individual development plan for assigned volunteers.
42. Maintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.
43. Participate actively in bi-weekly Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.
44. Participate actively in bi-weekly Teacher Meetings.
45. Participates in assigned meetings, events and training as required.
46. Performs any and all other duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
● Infant/Toddler CDA –OR- AA/BA in Early Childhood Education or related field with at least 120 training hours in Infant/Toddler content plus at least 480 hours of experience working with infant and toddlers
● Physical exam and background checks are required for this position.
● Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.
● Must have a valid driver’s license and reliable transportation.
● Ability to interact effectively with people from diverse backgrounds.
● Ability to communicate effectively, verbally and in writing.
● Demonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigation.
● Must be honest, dependable and able to meet deadlines.
● Self-motivated and able to work independently.
DISCLAIMER: The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Job DescriptionJob DescriptionGENERAL DESCRIPTION: Work collaboratively with the Teacher to ensure the successful operation of a classroom of children. Work with a team of other classroom Assistant Teachers and family members to implement the curriculum to achieve outcomes for children of all abilities. Will ultimately be evaluated on a combination of skills, dispositions, and behaviors, some of which are related to the specific service area of this position and others that represent general expectations of all employees.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Use knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.
2. Maintain a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.
3. Address challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.
4. Use observations of children and anecdotal notes to document children’s progress and individualize curriculum.
5. Perform tasks such as:a. Communication and Service Coordinationb. Record Keeping and Reportingc. On-going Monitoring/Self-assessmentd. Planning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem solving abilities.e. Establishing and maintaining a safe, healthy learning environment.f. Supporting the social and emotional development of children.g. Encouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families.h. Participate in assigned meetings, events and training as required.i. Performs any and all other duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
- CDA or enrolled to complete within 2 years; or have a degree in any field or be enrolled in a program leading to such degree.
- Prior experience with children ages 0-5 years.
- Physical exam and background checks are required for this position.
- Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.
- Must have a valid driver’s license and reliable transportation.
- Ability to interact effectively with people from diverse backgrounds.
- Ability to communicate effectively, verbally and in writing.
- Demonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigation.
- Must be honest, dependable and able to meet deadlines.
- Self-motivated and able to work independently.
- Ability to interact effectively with people from diverse backgrounds.
- Ability to communicate effectively, verbally and in writing.
- Demonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigation.
- Must be honest, dependable and able to meet deadlines.
- Self-motivated and able to work independently.
DISCLAIMER:The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
