GENERAL 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 Coordination
b. Record Keeping and Reporting
c. On-going Monitoring/Self-assessment
d. 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.
GENERAL 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.
Read LessGENERAL 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.
GENERAL 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.
Responsable de un salón de clases de Head Start para niños y niñas de 3 a 5 años de edad. Trabaja de manera colaborativa con el/la maestro(a) asistente, las familias y otros miembros del personal para lograr resultados positivos en niños y niñas de todas las habilidades.
TAREAS Y RESPONSABILIDADES ESENCIALESProveer apoyo emocional estableciendo un clima positivo en el salón, demostrando sensibilidad y capacidad de respuesta a las necesidades de los niños y promoviendo su expresión y autonomía.
Utilizar estrategias efectivas de manejo de conducta, incluyendo expectativas claras, prevención y redirección de conductas inapropiadas.
Fomentar la productividad en el salón y maximizar el tiempo de aprendizaje, involucrando a los niños mediante diversas modalidades y materiales.
Proveer apoyo instruccional mediante el desarrollo de conceptos, promoviendo el análisis y razonamiento de los niños, utilizando retroalimentación continua y modelando un lenguaje de alta calidad.
Asegurar que la organización del salón, los materiales y las exhibiciones sean apropiadas y propicien el aprendizaje.
Implementar el currículo seleccionado con fidelidad, comprendiendo los conceptos centrales y siguiendo toda la guía y recursos asignados.
Preparar o adaptar planes de lecciones semanales e implementar actividades en grupos pequeños, lectura en voz alta, tiempo de círculo y otros componentes curriculares.
Proveer una rutina consistente en el salón y facilitar cada parte de la misma para apoyar el aprendizaje de los niños.
Interactuar de manera intencional con los niños a lo largo del día para brindar apoyo diferenciado.
Recopilar documentación continua del progreso de los niños mediante observaciones y evaluaciones directas e integradas.
Completar de manera confiable los puntos de cotejo de evaluaciones trimestrales para cada niño.
Analizar los datos de evaluación infantil y utilizarlos para la planificación e individualización.
Completar evaluaciones de desarrollo y socioemocionales dentro de los plazos establecidos.
Desarrollar Planes de Aprendizaje Individualizados basados en temas, identificando metas específicas y estrategias apropiadas para el desarrollo de cada niño.
Integrar Planes Educativos Individualizados (IEP) o planes de acción de referidos para niños con necesidades especiales diagnosticadas o sospechadas.
Implementar prácticas de Apoyo Conductual Positivo (PBS) y las Expectativas del Programa a nivel organizacional.
Establecer relaciones positivas y productivas con las familias, fomentando la confianza y el respeto mutuo.
Programar y completar dos visitas al hogar y dos conferencias de padres y maestros por año.
Promover la participación de las familias como voluntarios en el salón de clases.
Colaborar con el personal de servicios familiares para apoyar a las familias en la implementación de prácticas de vida familiar, extender el aprendizaje al hogar y cumplir con las expectativas de asistencia.
Cumplir con todas las guías y expectativas relacionadas a la iniciativa Shine On, Families.
Participar en procesos continuos de coaching reflexivo y autoevaluación.
Colaborar activamente con el/la maestro(a) asistente y otros miembros del personal del centro.
Compartir información pertinente con el personal de servicios familiares, discapacidades/salud mental y salud/nutrición, según sea necesario, y participar en conferencias de casos cuando aplique.
Conocer y comprender las Metas de Preparación Escolar y trabajar para que todos los niños las alcancen.
Proveer experiencias en el salón que sean apropiadas al desarrollo, edad, idioma y cultura de los niños atendidos.
Establecer y mantener un ambiente de aprendizaje seguro y saludable, asegurando supervisión completa en todo momento conforme a los requisitos de Head Start y licenciamiento.
Realizar monitoreos diarios de salud y seguridad del ambiente interior y exterior (cuando aplique).
Cumplir con todas las prácticas de salud e higiene, incluyendo lavado de manos, desinfección y precauciones universales.
Supervisar los periodos de comida y el servicio de alimentación estilo familiar.
Supervisar excursiones y actividades al aire libre del salón.
Mantener la documentación requerida de actividades, incluyendo información del niño y la familia, datos de evaluación, registros de voluntarios, entre otros.
Participar en reuniones, eventos y adiestramientos asignados.
Realizar cualquier otra tarea relacionada que le sea asignada.
EXPERIENCIA, EDUCACIÓN, DESTREZAS Y CONOCIMIENTOS REQUERIDOSGrado Asociado (AA/AS) en Educación en la Primera Infancia o
Bachillerato (BA/BS) en Educación en la Preescolar o
Certificación estatal como maestro(a) preescolar con experiencia o
Bachillerato altamente preferido.
Bilingüe (español) preferido.
Examen físico y verificación de antecedentes son requeridos.
Disponibilidad para viajar localmente o a larga distancia hasta un 10 % del tiempo para reuniones y funciones relacionadas al trabajo.
Licencia de conducir válida y transportación confiable.
Capacidad para interactuar efectivamente con personas de diversos trasfondos.
Habilidad para comunicarse de manera efectiva, verbalmente y por escrito.
Dominio básico de computadoras, incluyendo aplicaciones de Microsoft Office y otros sistemas de datos, así como navegación en internet.
Debe ser una persona honesta, confiable y capaz de cumplir con fechas límites.
Automotivado(a) y capaz de trabajar de manera independiente.
DESCARGO DE RESPONSABILIDADLa información presentada describe la naturaleza general y el nivel de responsabilidades del puesto. No pretende incluir ni interpretarse como un inventario exhaustivo de todas las funciones, responsabilidades, cualificaciones u objetivos requeridos para este puesto.
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.
GENERAL 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.
Responsible for assisting in the implementation of food services within a Head Start program serving children ages 0–5. Responsibilities include preparing attractive, nutritious USDA-approved meals; maintaining the kitchen clean and sanitary in accordance with Health Department regulations; and ensuring adequate food inventory, supplies, and proper documentation for food service operations.
TASKS AND ESSENTIAL JOB RESPONSIBILITIESPrepare nutritious meals that consider children’s cultural backgrounds and individual nutritional needs.
Understand and apply USDA guidelines, including age-appropriate portion sizes, when preparing meals.
Strictly adhere to all health, safety, food handling, and sanitation standards before, during, and after meal preparation.
Follow the established menu and make adjustments when necessary due to availability of items or individual child needs.
Prepare assigned menu items and participate in family-style meals with children, volunteers, and staff.
Collaborate with the Cook to monitor family-style dining in classrooms and document as required.
Maintain food service records and reports as directed by the supervisor.
Conduct weekly inventory of food and supplies.
Complete weekly food and supply order sheets and submit them to Headquarters.
Verify accuracy and quality of food deliveries; report missing items or quality issues to Headquarters.
Store all food and supplies appropriately, labeling cans, boxes, and bags, and following the FIFO (First In, First Out) method.
Monitor and maintain proper food temperatures during preparation and storage.
Monitor and record temperatures of all refrigerators and freezers.
Ensure the cleanliness and sanitation of all kitchen materials, equipment, and supplies.
Maintain an updated list of food allergies and dietary concerns; prepare alternate meals for children as needed.
Assist with distributing food to classrooms and collecting dirty dishes after meals.
Participate in staff meetings, conferences, trainings, and workshops as assigned.
Maintain confidentiality regarding staff and family information.
Fulfill responsibilities as a mandated reporter in accordance with Child Abuse and Neglect Policy.
Perform other work-related duties as assigned by the supervisor.
Maintain regular attendance to ensure consistency of services.
Contribute positively and productively as a member of the team.
Demonstrate commitment to the mission, values, and policies of the organization.
Participate in required meetings, events, and trainings.
Perform any and all additional duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIREDHigh School Diploma or equivalent.
ServSafe Certification, or the ability to obtain certification within 3 months of hire.
Physical examination and background checks required.
Ability to travel locally or long-distance up to 10% of the time for work-related functions.
Valid driver’s license and reliable transportation.
Ability to interact effectively with individuals from diverse backgrounds.
Experience purchasing and preparing culturally diverse foods for groups.
Knowledge of early childhood nutrition.
Strong verbal and written communication skills.
Computer literacy, including MS Office applications and basic data entry/navigation.
Must be honest, dependable, and able to meet deadlines.
Self-motivated with the ability to work independently.
DISCLAIMERThe information presented describes the general nature and level of work expected for this position. It is not intended to be an exhaustive list of all duties, responsibilities, qualifications, or objectives required of employees assigned to this role.
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..
El/La Coordinador(a) de Participación Familiar es responsable de brindar coaching y supervisión efectiva al equipo de Participación Familiar, fortaleciendo sus competencias y capacidad profesional. Este rol trabaja en estrecha colaboración con los equipos de Educación Temprana, Salud Mental y Discapacidades, Salud y Nutrición para promover prácticas familiares que apoyen el desarrollo y bienestar de los niños. Asimismo, lidera iniciativas estratégicas que fomentan alianzas, desarrollo de familias, confiabilidad de datos e implementación de intervenciones basadas en evidencia.
TAREAS Y RESPONSABILIDADES ESENCIALES DEL PUESTOColaborar con el Director de Participación Familiar y ERSEA y con el equipo de liderazgo para desarrollar, implementar y mejorar el enfoque de participación familiar del programa, promoviendo resultados que apoyen la preparación escolar y el bienestar infantil.
Brindar coaching y supervisión directa al equipo de Participación Familiar para fortalecer capacidades, asegurar el dominio de las competencias esenciales y promover el desempeño basado en el Family Advocate Success Rubric.
Construir y dirigir un equipo colaborativo con Educación Temprana, Salud Mental y Discapacidades, y Salud y Nutrición, para fortalecer las prácticas familiares que promueven el desarrollo integral de los niños.
Asistir al Director de Participación Familiar y ERSEA en la identificación de socios comunitarios que apoyen las necesidades de las familias, incluyendo intervenciones y apoyos en los centros.
Supervisar las funciones de los Family Advocates relacionadas con ERSEA (Elegibilidad, Reclutamiento, Selección, Matrícula y Asistencia).
Colaborar con el equipo directivo para alinear el enfoque de Participación Familiar con el Marco PFCE de la Oficina de Head Start y fortalecer las intervenciones dirigidas a los siete resultados familiares meta.
Proveer coaching y acompañamiento al personal para asegurar la fiabilidad de los datos de evaluaciones familiares, metas y progreso, y asegurar intervenciones centradas en resultados.
Utilizar datos cualitativos de auditorías y evaluaciones externas para monitorear resultados familiares y mejorar estrategias para maximizar el impacto del programa.
Apoyar al personal para que las familias establezcan metas basadas en evidencia, y logren cambios significativos en prácticas familiares que promuevan la preparación escolar.
Garantizar coordinación efectiva entre Participación Familiar, Educación, Salud Mental y Discapacidades, y Salud para desarrollar actividades grupales y campañas centradas en fortalecer prácticas familiares y cerrar brechas de logro.
Implementar el currículo de Participación Familiar basado en evidencia (Shine On, Families), facilitando la transferencia de prácticas de interacción adulto-niño al hogar.
Analizar datos familiares para identificar tendencias de autosuficiencia y apoyar al equipo en la identificación de prioridades y necesidades.
Colaborar con el Director de Salud y Participación Familiar para asegurar que las alianzas comunitarias estén alineadas a las metas de autosuficiencia familiar del programa.
14–17. Coordinar y ejecutar sistemas de consulta de casos para niños con condiciones crónicas o necesidades especiales; supervisar metas familiares y seguimiento; identificar familias vulnerables para servicios clínicos; y apoyar conversaciones sensibles sobre conductas de alto riesgo.
Supervisar al personal asignado, incluyendo reclutamiento, adiestramiento, programación, evaluación, disciplina, desarrollo profesional y aseguramiento de cumplimiento con estándares de desempeño.
19–20. Integrar el Family Advocate Success Rubric como herramienta principal para coaching, supervisión y crecimiento profesional, asegurando promedios de desempeño consistentes en niveles de Implementación o superiores.
21–22. Educar al personal sobre políticas y procedimientos; reunirse mensualmente con los equipos para manejar proyectos, resolver problemas y monitorear metas.
Participar en reuniones, actividades y adiestramientos según asignado.
24–25. Respaldar los sistemas de ERSEA y coordinación para asegurar cumplimiento con los Performance Standards, integración de datos comunitarios y ejecución de estrategias para reducir la ausencia crónica.
Deberes No Esenciales:
Realizar otras tareas relacionadas que sean asignadas.
REQUISITOS
Bachillerato en Desarrollo de la Familia y el Niño, Salud Pública, Trabajo Social o campo relacionado; Maestría preferida.
Experiencia en supervisón.
Mínimo tres (3) años de experiencia trabajando con familias diversas en comunidades de bajos ingresos, incluyendo experiencia supervisando personal.
Experiencia en estrategias basadas en evidencia para mejorar resultados en niños y familias.
Bilingüe (traducción e interpretación) según las necesidades del programa.
Certificación vigente en CPR y Primeros Auxilios.
Examen físico y verificación de background check requeridos.
Disponibilidad para viajar hasta un 10% del tiempo.
Licencia de conducir válida y transportación confiable.
CONOCIMIENTOS, DESTREZAS Y HABILIDADESCapacidad para interactuar efectivamente con personas de diversos orígenes.
Habilidad de comunicación verbal y escrita.
Dominio de MS Office y sistemas básicos de manejo de datos.
Honestidad, confiabilidad y cumplimiento con fechas límite.
Capacidad para trabajar de manera autónoma y orientada a resultados.
Habilidades demostradas en liderazgo, supervisión y manejo de equipos.
REQUISITOS FÍSICOSCapacidad para permanecer sentado(a) la mayor parte del tiempo, con periodos de flexión y alcance.
Capacidad para caminar, estar de pie y agacharse de manera periódica.
Movimientos repetitivos de manos, muñecas y dedos (escritura, computadora).
Trabajo frecuente de lectura y análisis de datos a distancia visual cercana.
Capacidad para responder a comunicación oral.
Capacidad para levantar o movilizar hasta 10 libras.
COMPETENCIAS DE SUPERVISIÓNDesarrollo de Empleados: Diseña planes de desarrollo basados en desempeño y potencial.
Evaluación del Desempeño: Realiza evaluaciones a tiempo, identifica fortalezas y áreas de oportunidad.
Ambiente Organizacional: Fomenta cultura positiva, colaboración y reconocimiento.
Comunicación: Establece expectativas, objetivos y mensajes críticos con claridad.
Manejo del Desempeño: Aborda bajo desempeño y aplica medidas disciplinarias conforme a políticas y Performance Standards.
Sostenibilidad Operacional: Lidera procesos de reclutamiento, capacitación, programación y evaluación de su equipo.
AMBIENTE DE TRABAJOAmbiente mayormente de oficina.
Nivel de ruido moderado a ocasionalmente alto.
Uso de equipo estándar: computadora, copia/impresora, teléfono, calculadora, fax.
VALORES ORGANIZACIONALESEmpatía
Inclusión y Confianza
Transparencia Ética
Innovación Creativa
GENERAL DESCRIPTION: Responsible for operations of the Head Start Program including facility management, information systems, transportation, and property. Supervises and ensures that the Performance Standards and regulations are met and that agency facilities and operations are effective and efficient; works closely with Head Start managers to coordinate agency operations; responsible for meeting Head Start Performance Standards and following the agency policies and procedures.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
Works with the managers and coordinator to ensure that facilities, transportation, food service, technology resources, and center operations are effectively and efficiently managed and meet the Head Start Performance Standards, all regulations and policies and procedures.Responsible for contract development and management.Explore and research facility opportunities.Negotiate leases and contracts, also responsible for the oversight of tenant leases.Prepare and coordinate job bids, repair costs and estimates.Assess facility needs: monitor, evaluate and prioritize Facilities Tracker Requests, determining assignments/scheduling and when requests need to be contracted out.Ensure facilities/equipment is appropriately maintained, schedule and coordinate repairs with Facilities Technicians/Assistants, and/or subcontractors (electrician, plumber, locksmith, etc.)Maintain records and documentation for all contracts (tenant leases, facility lease, inter-agency agreements, construction projects etc.) and jobs, projects and equipment.Coordinate facility construction, renovations and playground development.Establish and maintain professional working relationships with vendors, agency funders, tenants, and the business community.Management of requests and needs related to information technology systemsRegularly monitor functional areas (facilities, playgrounds, food service, transportation and information technology systems) to assure compliance with Head Start Performance Standards, local, state and federal regulations.Work with program managers to plan, organize and supervise day-to-day program operations; monitor quality, resolve challenges and continuously seek opportunities for improvement.Facilitate the Facilities Committee.Responsible for the operation's material inventories and their distribution to the operation.Monitors the inventory of site materials, supplies, and equipment; places orders for the center.Assesses current and future facility needs; makes recommendations to the Head Start Director.Development and implementation of the operational inkind planSubmits monthly the in-kind contributions, volunteer report and all program activities.Maintains accurate and complete volunteer files. Ensures volunteers working ten hours or more per month are referred to Human Resources for background screening and TB Testing.Development of the operational and programmatic calendarEstablishes and maintains property records in accordance with organizational regulations and policies.Prepares annual property inventories and submits the corresponding reportsCertifies the deregistration and registration orders to the program property registryManage data platforms related to head start program operationsMobilize community resources and partnerships and work with other organizations in the community to foster collaboration as defined by the Office of Head Start.Strategic leadership and innovative programming to meet the needs of children and families in alignment with Head Start and organizational objectives.Coordinate with leadership team on operational aspects of all school eventsAssists in the development and implementation of the annual training plan, including pre-service, in[1]service, T/TA, and ongoing training requirementsPerform other related duties as assigned by the HS/EHS Director.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 developmentORGANIZATIONAL ENVIRONMENT AND CULTURE: Ensures a positive work environment in which commitment, resources, collaboration and recognition are encouragedCOMMUNICATION: Effectively communicates expectations, needs, critical situations, organizational objectives and the role of your team in meeting themPERFORMANCE 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 business management field or a combination of a Bachelor’s Degree in an unrelated field and relevant experience.Minimum of three years professional level management and supervision of a department or agency.Knowledge and experience in business and human resource practices.At least three years’ experience working with diverse families in low income communities on health and wellness interventions, including evidence-based strategies to reduce health disparities, with supervisory responsibilitiesBackground and understanding of child preventative health, including EPSDT requirements for children 0-5Bilingual Required- translation and interpretation (language(s) - program specific).Maintain certification in CPR and First Aid.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 backgroundsStrong leadership skills with excellent written and oral communication skills. Ability to communicate effectively, verbally and in writingDemonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigationMust be honest, dependable and able to meet deadlinesSelf-motivated and able to work independentlyPHYSICAL 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.
Read LessGENERAL 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. Master's Degree 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.
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