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: The ERSEA Coordinator serves as the lead for overseeing and monitoring ERSEA; Eligibility, Recruitment, Selection, Enrollment & Attendance. The ERSEA Coordinator will work collaboratively with Family Engagement /Health Leadership and Family Advocates to assure the execution of high quality ERSEA systems and policies that are in full compliance with Head Start Performance Standards and program policies and procedures. The ERSEA Coordinator assures that our program is fully enrolled, reaches (E)HS eligible children and families in our communities, maintains high levels of attendance and delivers the highest level of customer experience to our families throughout the recruitment, application and enrollment process.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Works in collaboration with program leadership to develop program-wide recruitment plan, including disabilities and mental health recruitment
2. Works in collaboration with center level staff to develop/support the development of center-based recruitment plans.
3. Deploys recruitment resources (i.e. ERSEA Assistants and Advocates) as appropriate across the program.
4. Coordinates Advocate recruitment including ongoing canvassing and event coordination.
5. Coordinates with education and other program leadership to develop systems/oversight for all staff recruitment days.
6. Follows up on recruitment leads in a timely manner.
7. Provides support to the Family Engagement team to identify and nurture recruitment partnerships in their respective communities.
8. Keep abreast of new or revised Head Start compliance in ERSEA utilizing Policy Clarifications, Program Information and Memorandum of Information.
9. Provide annual trainings for all Family Engagement and other staff and onboarding to new staff on Eligibility, Selection, and Enrollment.
10. Meets enrollment guidelines as set by OHS and ensures fully enrolled by start of PY.
11. Oversees and maintains timely processing of applications from recruitment through acceptance - in a family friendly way.
12. Oversees the annual development of the program's Selection Criteria and present to program leadership, Policy Council and the Board for approval.
13. Select children and families based on approved "Selection Criteria" and maintain a waiting list of eligible children to enroll.
14. Deploys intake resources as appropriate across the program to ensure timely application completion.
15. Reviews and approves applications.
16. Monitors Insight enrollment/entry dates to assure that children are not enrolled until ready to enter.
17. Oversees and acts as the central point for all terminations.
18. Maintains an up to date and accurate waitlist.
19. Maintain the funded enrollment level, fill vacancies as they occur, and analyze enrollment data to inform the planning process.
20. Assign children to program options (center-based) that best meet the needs of their families.
21. Coordinates with center leads/Early Learning and the Family Engagement team regarding child placement.
22. Oversees enrollment coordination with district collaborations/State or local Pre-K programs.
23. Monitoring the ERSEA section of child files and data system and completes /supports ERSEA Audits.
24. Support program leadership to assure that all Policy Counsel and Board members receive ERSEA training within HSPS time requirements.
25. Monitoring of program wide Attendance.
26. Oversees and coordinates automated attendance training, implementation and follow up.
27. Monitors center level ADA, and works with center leadership when ADA falls below 85%.
28. Monitor’s absences and follows up, including providing Family Engagement and Health Coordinator with chronic absence follow up data.
29. Conducts chronic absence audits.
30. Oversees attendance campaigns as necessary based on center level ADA
31. Maintain and update child records and ensure that all documentation is current in the child's file and SHINE Insight
32. Submit reports as needed and requested, such as monthly summary tracking reports, etc. to the appropriate supervisor and/or as designated.
33. Ensure that all applications/child files are completed and maintained according to program guidelines and expectations.
34. Utilize SHINE Insight to document all information regarding each child and family.
35. Maintain ERSEA Master Binder/CEEDS and other documents as deemed necessary.
36. Ensure coordination with the MSA Lead to maintain a seamless eligibility and enrollment process.
37. Participates in assigned meetings, events, and trainings as required
38. Oversees ERSEA team in securing health requirements and documentation during the application and enrollment process, including follow-up with families after entry regarding outstanding health documentation.
39. Supports coordination and communication between ERSEA team and Advocates regarding engagement and follow up regarding outstanding health documentation.
40. Strategizes with Family Engagement and Health Coordinators regarding center wide strategies/incentives to maintain up to date health documentation.
41. Participates in assigned meetings, events and training as required.
42. Establish collaboration within the grantee agency and across agencies.
43. Promote the access of children, and families, as appropriate, to community services that are responsive to their needs (e.g., child care).
44. Coordinate services for children with disabilities and their families with community agencies.
45. Encourage volunteers to participate in the Head Start program.
46. Support the transitions of families in, through, and out of Head Start/Early Head Start.
47. Develop a working knowledge of community resources; conduct annual visits with major agencies for service delivery updates and Community Resource Guide updates.
48. Coordinate with leadership and center staff to promote parent involvement in the program as a classroom visitor, volunteer, employee, and participate in family events.
49. Plan and attend parent committee meetings and family activities as requested.
50. Assist families in making the transition out of the Early Head Start Program.
51. Performs any and all other duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
● Bachelor’s Degree in related field like Social Worker, Psychology or Experience and training related to social, human or family engagement
● Experience, training, and skills in assisting the parents of young children in advocating and decision-making for their families.
● Ability to develop positive relationships with children and parents.
● Bilingual Required- translation and interpretation (language(s) - program specific).
● Experience with data collection and analysis.
● 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.
● Maintain certification in CPR and First Aid.
● Ability to interact effectively with people from diverse backgrounds.
● Ability to communicate effectively, verbally and in writing.
● Articulate and comfortable with presenting programs to other agencies.
● 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.
● Maintain a flexible work schedule that may include some weekends and evenings
● 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.
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 LessResponsable 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.
Título: Asesor Post-Secundario
Área: Operaciones
Pilar: Pilar Educativo
Reporta a: Coordinador Educativo
Status: þ Tiempo completo o Tiempo parcial
Clasificación (FLSA): þ Exento o No-Exento
Descripción General: Está a cargo de las estrategias de vinculación entre los aspectos educativos, de interés vocacional y de estudios postsecundarios. Ofrece programas de Mentoría en aspectos sociales, educativos y profesionales impactando primordialmente las edades de 13-18 años. Facilita oportunidades y experiencias relacionadas a pruebas de interés vocacional y preparación a la vida universitaria. Además, ejecuta iniciativas dirigidas al desarrollo de carreras, empleabilidad y competencias del desarrollo socioeconómico del participante.
Tares y responsabilidades del puesto:
Maneja la planificación, implementación, evaluación y cumplimiento de los programas del área post-secundaria: D2D, Plan for the Future, Money Matters, Trayectoria Post Secundaria, Joven del Año y Acompañamiento en Trayectoria Universitaria. Facilita espacios de mentoría (individual y/o grupal) en aspectos sociales, educativos, empleabilidad y carrera a los participantes de 13 a 21 años.Instruye a los participantes de 13 a 21 años en el conocimiento y las habilidades requeridas en una ocupación o campo ocupacional específico, utilizando un plan programático de talleres, discusiones, presentaciones, y/o conferencias, entre otros. Colaborar con los compañeros del club en la planificación y programación de actividades que promuevan el aprendizaje y seguimiento de los planes a futuro de los participantes. Establece y asegura el cumplimiento de las reglas de comportamiento para mantener el orden entre participantes. Evalúa y observa el desempeño, comportamiento, desarrollo social y salud física y psicológica de los participantes. Identifica oportunidades de voluntariado, internado, pre-empleo y académicas, estableciendo alianzas con universidades y otras instituciones. Planifica y supervisa excursiones, visitas de oradores invitados, proyectos u otras actividades, y guía el aprendizaje de los participantes durante las iniciativas. Supervisa y promueve la integración de los líderes del área, y otros profesionales de ayuda, como redes de apoyo en la trayectoria post-secundaria de los participantes.Realiza reuniones con enfoque multisectorial (padres, líderes, profesionales, universidades aliadas, participantes, entre otros) para presentar logros del programa y dialogar sobre las necesidades de los participantes. Maneja los perfiles de participantes, la documentación, las carpetas y los informes requeridos por el programa del área post-secundaria.Asiste a reuniones profesionales, conferencias educativas y talleres de formación de profesionales en el área post-secundaria como parte de su desarrollo profesional. Realiza cualquier otra tarea asignada por su supervisor.
Responsabilidades de Supervisión:
Determinar horarios, secuencias y asignaciones para las actividades laborales, según la prioridad del trabajo y la habilidad del personal.Proporcionar orientación y dirección a los subordinados, incluido el establecimiento de estándares de desempeño y el monitoreo del desempeño.Fomentar la confianza, el respeto y la cooperación mutuos entre los miembros del equipo.Identificar las necesidades de desarrollo de los demás, desarrollando iniciativas formales de educación o capacitación, como asesorar, asesorar o ayudar a otros a mejorar sus conocimientos o habilidades.Consultar con el personal para coordinar las actividades laborales, resolver las quejas de los empleados o identificar y revisar los recursos necesarios.Inspeccione y controle las áreas de trabajo, examine las herramientas y el equipo, y proporcione capacitación de seguridad a los empleados para prevenir, detectar y corregir condiciones inseguras o violaciones de los procedimientos y las reglas de seguridad.Recomendar o iniciar acciones de personal, tales como contrataciones, promociones, traslados, bajas o medidas disciplinarias.
Experiencia, Educación, Conocimientos & Habilidades:
Bachillerato en Psicología, Trabajo Social, Salud o área relacionada de una Universidad Acreditada y un año de experiencia relacionada. Conocimiento de M/S Office y búsqueda en Internet.Educación y formación: conocimiento de los principios y métodos para la implementación de currículos y formación, la enseñanza y la instrucción para individuos y grupos, y la medición de los efectos de la formación.Idioma inglés: conocimiento de la estructura y el contenido del idioma inglés, incluido el significado y la ortografía de las palabras, las reglas de composición y la gramática.Servicio personal y al cliente: conocimiento de los principios y procesos para proporcionar servicios personales y al cliente. Esto incluye la evaluación de las necesidades del cliente, el cumplimiento de los estándares de calidad de los servicios y la evaluación de la satisfacción del cliente.Psicología: conocimiento del comportamiento y el desempeño humanos; diferencias individuales en capacidad, personalidad e intereses; aprendizaje y motivación; métodos de investigación psicológica; y evaluación y tratamiento de trastornos conductuales y afectivos.Terapia y asesoramiento: conocimiento de los principios, métodos y procedimientos para el diagnóstico, tratamiento y rehabilitación de disfunciones físicas y mentales, y para orientación y orientación profesional.Sociología y antropología: conocimiento del comportamiento y la dinámica del grupo, las tendencias e influencias sociales, las migraciones humanas, la etnia, las culturas y su historia y orígenes.Establecer y mantener relaciones interpersonales: desarrollar relaciones de trabajo constructivas y cooperativas con los demás y mantenerlas a lo largo del tiempo.Comunicación con supervisores, compañeros o subordinados: proporcionar información a los supervisores, compañeros de trabajo y subordinados por teléfono, por escrito, correo electrónico o en persona.Tomar decisiones y resolver problemas: analizar información y evaluar resultados para elegir la mejor solución y resolver problemas.Organización, planificación y priorización del trabajo: desarrollo de objetivos y planes específicos para priorizar, organizar y realizar su trabajo.Documentar / registrar información: ingresar, transcribir, registrar, almacenar o mantener información en forma escrita o electrónica / magnética.Desarrollar objetivos y estrategias: establecer objetivos a largo plazo y especificar las estrategias y acciones para lograrlos.Capacitar y enseñar a otros: identificar las necesidades educativas de otros, desarrollar programas o clases formales de educación o capacitación, y enseñar o instruir a otrosBrindar consultas y asesoramiento a otros: brindar orientación y asesoramiento experto a la administración u otros grupos sobre temas técnicos, de sistemas o relacionados con procesos.Programación de trabajos y actividades: programación de eventos, programas y actividades, así como el trabajo de otros.Identificación de objetos, acciones y eventos: identificación de información mediante la categorización, estimación, reconocimiento de diferencias o similitudes y detección de cambios en circunstancias o eventos.Actuar para el público o trabajar directamente con él: actuar para las personas o tratar directamente con el público. Esto incluye atender al cliente y recibir clientes o invitados.Evaluación de la información para determinar el cumplimiento de los estándares: utilizar información relevante y el juicio individual para determinar si los eventos o procesos cumplen con las leyes, regulaciones o estándares.Desarrollar y construir equipos: fomentar y fomentar la confianza, el respeto y la cooperación mutuos entre los miembros del equipo.Resolución de conflictos y negociación con otros: manejo de quejas, solución de disputas y resolución de quejas y conflictos, o negociación con otros.Análisis de datos o información: identificar los principios, razones o hechos subyacentes de la información al desglosar la información o los datos en partes separadas.Monitorear procesos, materiales o alrededores: monitorear y revisar información de materiales, eventos o el entorno, para detectar o evaluar problemas.Guiar, dirigir y motivar a los subordinados: proporcionar orientación y dirección a los subordinados, incluido el establecimiento de estándares de desempeño y el monitoreo del desempeño.Coordinar el trabajo y las actividades de otros: lograr que los miembros de un grupo trabajen juntos para realizar las tareas.Requisitos físicos Entorno de oficina interno normal con algunos viajes a las ubicaciones del Club en todo Puerto Rico. La disponibilidad para involucrar a los donantes en las noches y los fines de semana es una parte fundamental de esta posición. Se requieren contactos internos frecuentes con los empleados de toda la organización.Relevo de responsabilidad:
La información presentada indica la naturaleza general y el nivel de trabajo que se espera de los empleados en esta clasificación. No está diseñado para contener, ni para ser interpretado como, un inventario completo de todos los deberes, responsabilidades, calificaciones y objetivos requeridos de los empleados asignados a este trabajo.Como empleador que ofrece igualdad de oportunidades de empleo, todos los solicitantes calificados recibirán consideración para el empleo sin distinción de raza, color, religión, sexo, orientación sexual, identidad de género, origen nacional, discapacidad o condición de veterano protegido.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.
