GENERAL DESCRIPTION:
The Family Engagement Coordinator is responsible for coaching and providing supervisory guidance to Family Engagement team members in order to strengthen staff capacity. The FEC will work collaboratively with the Early Learning, Mental Health and Disabilities and Health and Nutrition staff in order to enhance family life practices and circumstances that promote child development and well-being
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Work in collaboration with the Director of Family Engagement and ERSEA and other leadership to develop, implement and refine the program’s family engagement approach in order to promote family outcomes that support children’s school readiness and well-being
2. Coach and provide supervisory guidance to Family Engagement team members in order to strengthen staff capacity and move staff towards mastery in core competencies included in the Family Advocate Success Rubric.
3. Build a team that works collaboratively with Early Learning, Mental Health and Disabilities, and Health and Nutrition leadership/team in order to enhance family life practices and circumstances that promote child development and wellbeing.
4. Assist the Director of Family Engagement & ERSEA to identify community partners to proactively support all family’s needs provide on-site support and interventions.
5. Oversee advocates’ roles with ERSEA (Eligibility, recruitment, selection, enrollment and attendance) 6. Work with agency leadership to align program’s Family Engagement approach with the Office of Head Start’s Parent Family Community Engagement Framework, and to enhance interventions to achieve family outcomes in the seven targeted outcome areas7. Provide coaching and support to family engagement staff to ensure the reliability of family assessment and goal progress data and to strengthen staff focus on outcomes-focused family interventions
8. Use qualitative data from external audit and evaluation to track family outcomes and refine strategies to improve family impact and ensure that program strategies are executed with reliability, fidelity, and quality.)9. Support family engagement staff to assist families to set individualized evidence-based goals and make demonstrable changes in family life practices linked in the research to school readiness
10. Ensure effective coordination with Early Learning, MHD and Health leadership and staff to develop and implement group and center-based campaigns and activities that build a program wide culture among staff and families to promote family life practices to close the achievement gap.
11.Implement a research based Family Curriculum, (Shine On, Families) that extends our classroom curriculum into the family's home, modeling high quality adult- child interactions teachers use in their classrooms for families. Focus on coordination and collaboration with education.
12. Utilize family data sources to understand self-sufficiency trends and assist staff to understand priority family self-sufficiency needs
13. Work with the Director of Health and Family Engagement to ensure self-sufficiency partnerships aligned to the results established in the program goals.14.Coordinate with Early Learning, MHD and Health teams to execute high quality case consultation and case conferencing systems to address the needs of children with chronic health conditions and/or special needs.
15. Oversee and monitor family goal setting, follow-up and coordination for children with chronic health conditions and special needs to assure coordination of home/school strategies
16. Oversee ongoing family assessment to ensure that vulnerable families are identified and referred to clinical social workers, as appropriate, for more intensive support and follow-up
17. Assist family engagement team to build proficiency in engaging families in conversations regarding the impact of high-risk behaviors on children’s development and motivating them to engage in treatment or support.
18. Supervise assigned department personnel. Includes the following responsibilities, but not limited to; hiring, training, scheduling, evaluating, and ensuring accuracy, timeliness, and the completion of all work performed by direct reports.
19. Fully integrate Family Advocate Success Rubric data into staff coaching, supervision, and on-going professional development
20. Maintain consistent coaching and supervision resulting in all family services staff scoring at an average score of implementing or higher on the Family Advocate Success Rubric.
21. Educate direct reports on all department and agency policies and procedures.
22. Meet with assigned staff at least monthly to identify and resolve problems, manage projects, track goals, and review work processes and procedures.
23. Participate in assigned meetings, events and training as required.
24. Support eligibility, recruitment, selection, enrollment, and attendance oversight to ensure that all systems and operations are in compliance with Head Start Performance Standards and reflect integration of community assessment and other community indicator data.
25. Coordinate with center and program leadership to ensure that family engagement and early learning teams work together to ensure on-time daily attendance of all children, and to implement strategies to reduce chronic absence outcomes-based family engagement.
Non-Essential Duties:
Perform any other duties as assigned.Requirements:
Bachelor’s Degree in Family and Child Development, Public Health, Social Work or related field required, Masters preferred.Minimum of three (3) years of experience working with diverse families in low income communities, with supervisory responsibilities required; experience executing evidence-based strategies to strengthen outcomes for children and families preferred. Background and experience executing evidence-based strategies to strengthen outcomes for children and families. Bilingual 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.
Knowledge, Skills, & Abilities:
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.Physical Requirements:
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, 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.
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.Work Environment:
Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes:TelephonePersonal Computer (monitor, keyboard, and mouse) or TabletPrinter/Photocopy MachineCalculatorFax MachineORGANIZATIONAL 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 empathy Inclusion 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.
We are an equal opportunity employer committed to creating a diverse and healthy workplace.
Read LessGENERAL DESCRIPTION: Responsible for keeping Central Office’s common areas clean and in optimal condition at all times.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Inspect internal and external areas daily, and will inform the immediate Supervisor of any damage.
2. Clean all areas daily in order to maintain a safe and appealing place for employees and visitors.
3. Maintain contact with staff and supervisor to receive and provide information, discuss situations, explain guides and instructions and offer advice.
4. Perform routine maintenance ensuring health and safety measures.
5. Clean and polish vinyl floors and carpets using the equipment necessary this purpose.
6. Provide support to the Clubs and will mobilize if necessary to carry out maintenance-related tasks.
7. Maintain or repair specialized equipment or machinery located in the facilities.
8. Paint or repair roofs, windows, doors, floors, woodwork, plaster, drywall, or other parts of building structures.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
- High school diploma.
- At least one (1) year or more of experience working in maintenance and/or repairs.
- Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
- Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
- Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
- Building and Construction — Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
- Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
- Repairing and Maintaining Mechanical Equipment — Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
- Repairing and Maintaining Electronic Equipment — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines, devices, and equipment that operate primarily on the basis of electrical or electronic (not mechanical) principles.
- Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
- Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
- Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
DISCLAIMER:
The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
GENERAL DESCRIPTION: Analyze, coordinate, supervise, and manage all programs aimed at develop participant’s skills necessary to balance the fundamental aspects of their emotional, physiological and healthy eating habits. In addition, provide experiences in sports and recreation for comprehensive youth development.
TASKS AND DETAILED WORK ACTIVITIES:
Supervise and coordinate programs, sports, and recreational activities.Support, develop, and manage programs and services in schools, organizations, agencies, and communities.Refer, if necessary, those participants who need counseling and guidance or will offer the same.Prepare monthly, quarterly, and annual reports as required.Will make good use of sports equipment and maintain an inventory of it.Coordinate educational, recreational, and cultural activities aimed at the development of emotional, physiological, and healthy eating habits.Manage summer program activities. Implement nutrition and physical health programs.Implement the contractual requirements of the various assigned funding sources.Perform any other task requested by the supervisor.SUPERVISORY RESPONSIBILITIES:
Determine schedules, sequences, and assignments for work activities, based on work priority and skill of personnel.Provide guidance and direction to subordinates, including setting performance standards and monitoring performance.Encouraging and building mutual trust, respect, and cooperation among team members.Identify the developmental needs of others, developing formal educational or training initiatives, such as, coaching, mentoring, or otherwise helping others to improve their knowledge or skills.Confer with personnel, to coordinate work activities, resolve employee grievances, or identify and review resources needed. Inspect and monitor work areas, examine tools and equipment, and provide employee safety training to prevent, detect, and correct unsafe conditions or violations of procedures and safety rulesRecommend or initiate personnel actions, such as hires, promotions, transfers, discharges, or disciplinary measures.EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
Bachelor's degree in Education, or Recreation and Sports from an accredited university. One (1) year of related experience.Administrative — Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology.Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.Therapy and counseling — Knowledge of the principles, methods and procedures for the diagnosis, treatment and rehabilitation of physical and mental dysfunctions, and for professional orientation and guidance.Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.Communicating with Supervisors, Peers, or Subordinates — providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Coordinating the Work and Activities of Others — getting members of a group to work together to accomplish tasks.Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problemsMaking Decisions and Solving Problems — analyzing information and evaluating results to choose the best solution and solve problems. Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.Data or Information Analysis — Identifying the underlying principles, reasons, or facts of information by breaking down the information or data into separate parts.Monitor Processes, Materials, or Surroundings — monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:Individuals may need to sit or stand as needed. The position may require walking primarily on a level surface for periodic periods throughout the day. May reach above shoulder height or below the waist and lift as required to file documents or store materials throughout the workday must be able to lift 15 pounds and use proper lifting techniques.Works in a dynamic environment with children and young people, which can vary as necessary. It is continually transported from one place to another.Standing or sitting and speaking or listening are regularly required. Ability to use common office equipment such as computers, facsimiles, printers, calculators, etc. You are frequently required to drive motor vehicles.
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. An 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 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: Work as a member of a team whose primary role is to engage all families to partner with us to promote children’s healthy development and school readiness. Use knowledge of the principles of family engagement to support families in their roles as their child’s primary educator, encourages parent/child interactions that promote children’s school readiness and healthy development, and enhances family well-being. Provide more intensive and targeted support to vulnerable families and families of children with chronic health conditions and special needs in order to ensure that our engagement strategies meet their specialized needs.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Engage families as partners in their children’s healthy development and school readiness.
2. Participate in outreach, recruitment and attendance follow up activities to engage families in our program and to motivate their active participation
3. Engage families in the Family Engagement Contract process in order to build relationships and shared accountability for promoting children’s development.
4. Individualize family engagement and relationship-building to be appropriate to families’ cultural context, as well as respectful of family circumstances.
5. Engage families in individualized, in-home and group experiences to enhance parent/child interactions that research shows fosters school readiness through consistent family routines, positive guidance and discipline, experience rich home environments and literacy activities.
6. Utilize in-classroom time and home visits to build deeper understanding of the relationship between children’s development and their home environments; as well as to model and coach families in a positive parent/child interaction.
7. Implement a research based Family Curriculum, (Shine On, Families) that extends our classroom curriculum into the family's home, modeling high quality adult- child interactions teachers use in their classrooms for families. Focus on coordination and collaboration with education.
8. Engage in a process of collaborative partnership building with families of children receiving center-based (Early) Head Start services.
9. Family Partnership Process: Utilize family self-assessment information to assist families with self-identified goals to enhance self-sufficiency in areas such as education, employment, housing, and access to community resources.
10. Provide more intensive weekly face to face or phone contact with vulnerable families on caseload as identified through their self-assessment or family interactions/communication.
11. Assure that families receive immediate support during times of crisis, and assist with referrals to community based resources to meet counseling, treatment, entitlement or other needs.
12. Identify and access services and resources responsive to family interests and goals and follow-up with parents to ensure that services met their expectations and needs.
13. Analyze self-sufficiency data and utilize data/results to plan and coordinate a variety of parent cohort groups that allow families to support one another to achieve self-sufficiency goals.
14. Coordinate or refer families to opportunities for continuing education, employment training and other employment services through formal or informal networking in the community.
15. Foster a sense of community and sense of belonging among families in order to strengthen social capital.
16. Conduct group and center-based workshops and activities designed to build social capital and create a welcoming program community committed to family engagement in children’s learning and development.
17. Cultivate family leadership and support their advocacy efforts through participation in program governance bodies such as Policy Council, as well as neighborhood and community based advisory groups.
18. Work in conjunction with center staff and families to plan and conduct a wide variety of family engagement activities that provide opportunities for families to support one another, including, but not limited to the following:
a. Conduct activities, and campaigns that promote children’s school readiness.
b. Self-Sufficiency Sector Groups.
c. Monthly Family Engagement Network Meetings (parent meetings).
19. Build relationships that will enhance communication and collaboration among internal and external stakeholders.
20. Work side by side with health, early learning and disabilities and other members of the family engagement team to support families to be fully engaged in all aspects of our program
21. Inform regarding children with allergies, chronic health conditions, or special needs to e that medical documentation is received and case conferences occur prior to entry.
22. Establish regular coordination and communication with Health, Nutrition and Disabilities team members in order to provide more intensive support to families of children with chronic health conditions and special needs, including targeted goal setting, and assistance with building family advocacy skills to navigate community systems of care for their children
23. Work in coordination with Health and Nutrition team members to ensure that a determination of a medical and dental home and insurance is made within 30 days of a child entering the program and a determination of the child’s EPSDT status is made within 90 days of a child entering a program.
24. Develop strategies with parents to ensure that all children on caseload are up to date on EPSDT requirements, including receiving timely evaluation and treatment for identified concerns.
25. Develop effective communication and collaborative strategies with teaching teams to encourage family engagement in home learning activities, including individualizing activities based upon family interests and children’s developmental status.
26. Establish and maintain working relationships with community partners to strengthen access to resources and training identified as priority goal areas by families.
27. Ensure timely follow up on program inquiries and maintain an updated tracking system of potential enrollees.
28. Assist Family Engagement and /or ERSEA leadership and participate in scheduling, planning and coordinating recruitment activities through the year.
29. Ensure the eligibility, selection, and enrollment processes adheres to Head Start Performance Standards and program/Shine Early Learning ISP/PP.
30. Per interview with family, determine the eligibility of children/families, ensuring that all family documentation is accurate and complete.
31. Review application and eligibility documents received and work directly with families to ensure that all necessary enrollment/intake forms are completed and obtained in a timely manner for all children/families assigned to their center(s).
32. Work with the Family Engagement Coordinator/ERSEA Lead to maintain an up to date and accurate wait list and enroll children/ families based on selection criteria to fill vacancies as they occur
33. If applicable; determine family eligibility for extended day services and assist families with completing child care subsidy applications.
34. Monitor and follow up of children on caseload with daily calls to children that are absent from the program.
35. Per program: provide clerical support in attendance entry.
36. Develop attendance goals with families whose child is experiencing chronic absenteeism.
37. Maintain accurate electronic and hard copy records and case notes to support positive child and family outcomes. Ensure that all ERSEA (Eligibility, Recruitment, Selection, Enrollment and Attendance) information is accurately captured and documented in electronic and hard copy records.
38. Document efforts to assist families to identify their strengths, needs and self sufficiency goals through completion of Family Self Assessment, Family Partnership Agreement, and case notes.
39. Record, monitor and follow up on referrals for support services for reporting requirements.
40. Submit reports as needed and requested, such as monthly summary tracking reports, etc.
41. Ensure that all PIR data is up to date in data system per caseload
42. Performs any and all other duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
● Associate or Bachelor’s Degree in Social Work, Human Services, Family Services/Engagement, Counseling or a related field preferred, OR AA or BA in another field with a commitment to complete Family Services/Certificate/Credential within 18 months of hire. We will also consider candidates with a High School Diploma with 3 years experience working in the community with families and a completed Family Development Certificate or Credential
● Bilingual Required- translation and interpretation.( per program- language(s) specific).
● Experience, training, and skills with assisting the parents of young children to advocate for their families
● Experience working in low-income diverse communities preferred
● Physical exam and background checks are required for this position.
● Must have reliable personal transportation as travel from site to site is required.
● Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.
● Must have a valid driver’s license and reliable transportation.
● A passion for achieving positive child and family outcomes through high-quality family engagement
● 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.
GENERAL DESCRIPTION: Responsible for keeping Central Office’s common areas clean and in optimal condition at all times.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
1. Inspect internal and external areas daily, and will inform the immediate Supervisor of any damage.
2. Clean all areas daily in order to maintain a safe and appealing place for employees and visitors.
3. Maintain contact with staff and supervisor to receive and provide information, discuss situations, explain guides and instructions and offer advice.
4. Perform routine maintenance ensuring health and safety measures.
5. Clean and polish vinyl floors and carpets using the equipment necessary this purpose.
6. Provide support to the Clubs and will mobilize if necessary to carry out maintenance-related tasks.
7. Maintain or repair specialized equipment or machinery located in the facilities.
8. Paint or repair roofs, windows, doors, floors, woodwork, plaster, drywall, or other parts of building structures.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
- High school diploma.
- At least one (1) year or more of experience working in maintenance and/or repairs.
- Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
- Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
- Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
- Building and Construction — Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
- Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
- Repairing and Maintaining Mechanical Equipment — Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft.
- Repairing and Maintaining Electronic Equipment — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines, devices, and equipment that operate primarily on the basis of electrical or electronic (not mechanical) principles.
- Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
- Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
- Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
DISCLAIMER:
The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
GENERAL 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.
