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.
GENERAL DESCRIPTION: A Special Needs Coordinator in a Head Start program is responsible for identifying and addressing the special needs of enrolled children, including disabilities, learning needs, and emotional support. Their work involves coordinating services and resources to ensure that all children have access to quality education that meets their individual needs. Your contribution to the implementation of a quality program lies in ensuring the inclusion and appropriate support for each child, thus promoting an educational environment that encourages the comprehensive development of all participants.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
Support in the implementation of the Head Start program:
1. Collaborate with staff to ensure the integration of children with special needs in all program activities.
2. Develop and maintain individualized intervention plans for children with special needs.
3. Provide resources and technical support to staff to adapt the curriculum according to the individual needs of the children.
4. Promote the integration of all service areas: facilitate information, processes and a cooperative environment to guarantee the best services to the special needs population.
5. Support the implementation of initiatives that guarantee the sustainability of the program.
Care and supervision of children:
1. Monitor and support the integration of children with special needs into the classroom environment and during activities.
2. Coordinate with staff to ensure that children's medical, therapeutic, and behavioral needs are met.
3. Observe and document the progress of children with special needs and provide feedback to staff on effective intervention strategies.
Support for families:
1. Establish collaborative relationships with families to understand and address children's individual needs.
2. Provide information and resources to families about community services and support programs available for children with special needs.
3. Facilitate meetings and training sessions for parents on topics related to the special needs of their children.
4. Provide support and accompaniment in meetings and/or official procedures for the monitoring and achievement of services to our participants.
Administrative tasks:
1. Maintain accurate and up-to-date records of children with special needs, including evaluations, intervention plans, and progress.
2. Coordinate with staff to ensure compliance with regulatory requirements and administrative procedures related to children with special needs.
3. Maintain communication with relevant agencies to ensure services to our program participants such as but not limited to: Advancing Together and Department of Education.
4. Participate in team meetings and collaborate with other coordinators and staff to ensure the effectiveness of the overall program.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
· Bachelor's degree with at least one year of experience in the area of special education OR master's degree in Special Education. Infant and toddler education/training preferred for Early Head Start. Principal's Academy is preferred for district collaborating centers.
● Previous experience teaching in an early childhood setting; experience with supervision, management or coaching preferred.
● Experience managing an infant/toddler and preschool program
● Bilingual in Spanish and English preferred
● Knowledge of infant/toddler health and safety licensing requirements (if applicable)
● Experience with collaborations and community partnerships (if applicable)
● Experience in Fiscal management/budget preparations (if applicable)
● Physical exam and background checks are required for this position.
● Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.
● Must have a valid driver’s license and reliable transportation.
PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:
● Ability to sit most of the time with some bending and reaching.
● Ability to stand, walk, and bend periodically.
● Ability to engage in repetitive movement of wrists, hands, and fingers – typing and/or writing.
● Ability to work frequently at close visual range (i.e. preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading).
● Ability to receive and respond to oral communication.
● Ability to exert up to 10 pounds of force to lift, carry, push, pull, or otherwise move objects.
● Work is generally performed in an office environment.
● Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices).
● Standard office equipment generally used includes:
● Telephone
● Personal Computer (monitor, keyboard, and mouse) or Tablet
● Printer/Photocopy Machine
● Calculator
● May be required to operate a motor vehicle during the course of duties.
Read LessTITLE: Physichal Educational Teacher
AREA: Education
REPORTS TO: Educational director
DURATION OF CONTRACT: FEB 01 -JUN 30
Location: San Juan & San Lorenzo
“This position is contracted under a professional services agreement. The contractor operates independently and is not considered an employee of the organization for employment or benefits purposes.”
GENERAL DESCRIPTION: The Physical Education Teacher is responsible for planning, implementing, and evaluating developmentally appropriate movement and physical activity experiences for children ages 0 to 5. This role promotes motor development, health, well-being, and active lifestyle habits within a safe, inclusive, and stimulating environment.
TASKS AND ESSENTIAL RESPONSIBILITIES:
Design developmentally appropriate physical activities for infants, toddlers, and preschoolers.Implement movement routines that foster gross motor development, coordination, balance, and body awareness.Integrate games, music, obstacle courses, and playful dynamics.Adapt activities to meet functional diversity and special needs.Provide training to educational and supervisory staff.Develop service impact calendars for direct services to children and families.Collaborate in staff wellness training and experiences.Ensure a safe environment during all physical activities.Actively supervise children at all times.Inspect and maintain equipment in safe working condition.Comply with all health and safety protocols.Child DevelopmentPromote healthy habits such as movement, hydration, and physical well-being.Support socio-emotional development through cooperative play.Foster autonomy and self-confidence in children.Documentation and EvaluationRecord observations related to children’s motor development.Collaborate with the educational team in assessing child progress.Participate in follow-up and planning meetings.Prepare impact reports on activities and outcomes.Complete invoices and timesheets.Collaborative WorkCollaborate with teachers, assistants, health staff, and families.Integrate physical activities into the educational curriculum.Support school events and special activities.Care and Supervision of Children:
Provide a safe, loving and stimulating environment for children's growth and development.Provide a pleasant and joyful welcome and farewell to children and families, guaranteeing the process of matching, signing and handing over minors in an optimal, safe and healthy manner.Supervise and actively participate in play, learning and recreation activities.Observe and record each child's progress, identifying areas of strength and developmental needs.Maintain constant communication with parents or guardians about the well-being and progress of the children.Maintain the safety and well-being of children at all times, following the protocols established by Head Start.Conduct daily health and safety monitoring of the indoor environment and outdoor environment by completing the required report.Follow all hygiene and health practices, including hand washing, disinfection and general precautions.Establish relationships of trust and collaboration with families to support the comprehensive development of children.Provide resources and guidance to families on topics related to parenting, health and early childhood education.Organize and facilitate meetings and workshops for parents to encourage participation and active participation in their children's education.Help families identify and access available community services and resources.Collaborate with program coordination to ensure compliance with quality standards and government regulations.EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
Bachelor’s degree in physical education, Early Childhood Education, Recreation, Child Development, or a related field.Previous experience teaching in an early childhood setting.Preferably bilingual in Spanish and English.Experience with community collaborations and partnerships (if applicable)Physical exams and background checks are required for this position.Experience working with children ages 0 to 5.Knowledge of early childhood development.Travel required locally or long distance up to 10% of the time for meetings and work-related functions.Must have a valid driver's license and reliable transportation.PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:Ability to bend, squat, kneel, climb, run, and jump frequently throughout the workday.Ability to lift, carry, push, and pull equipment and materials weighing up to 30–50 pounds.Ability to stand and walk for extended periods of time (up to several hours continuously).Ability to actively demonstrate and participate in physical activities, games, and exercise routines.Ability to work both indoors and outdoors in varied weather conditions.Ability to respond quickly in emergency situations.Adequate vision, hearing, and mobility to supervise children safely at all times.Ability to maintain physical stamina and endurance throughout the workday.Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes:TelephonePersonal Computer (monitor, keyboard, and mouse) or TabletPrinter/Photocopy MachineCalculatorMay be required to operate a motor vehicle during the course of duties.The place and schedule of work may undergo changes due to special activities, assemblies or extraordinary organizational meetings.ORGANIZATIONAL VALUES:
Empathy: We believe in showing love and compassion to all of our beneficiaries and in everything we do. We work hard to ensure respect, solidarity and purpose and we are dedicated to a sense of mutual service based on a deep sense of empathyInclusion trust: We learn from those most affected by the poverty. We develop opportunities with them at the center of what we do. We discover the needs for being able to design and implement the right solutions at scale. Ethical Transparency: Our mission to eradicate poverty infantile in Puerto Rico is the driving force to do things well, with the best governance, ethics and transparency. Creative Innovation: We build a better country. We recognize that the opportunities to which we aspire require new solutions. Creativity and innovation are our tools to create a better quality of life.DISCLAIMER:
The information presented indicates the general nature and level of work expected of CONTRACTORS 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 professionals assigned to this job.
Read LessGENERAL 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: 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:
●Bachelor’s Degree in Social Work, or a related field preferred, 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
●Bring support to San Lorenzo & San Juan Familys with Participants that receive comprehensive prenatal education addressing all stages of pregnancy.”
● 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.
Responsable de un salón de clases de Head Start para niños y niñas de 3 a 5 años de edad. Trabaja de manera colaborativa con el/la maestro(a) asistente, las familias y otros miembros del personal para lograr resultados positivos en niños y niñas de todas las habilidades.
TAREAS Y RESPONSABILIDADES ESENCIALESProveer apoyo emocional estableciendo un clima positivo en el salón, demostrando sensibilidad y capacidad de respuesta a las necesidades de los niños y promoviendo su expresión y autonomía.
Utilizar estrategias efectivas de manejo de conducta, incluyendo expectativas claras, prevención y redirección de conductas inapropiadas.
Fomentar la productividad en el salón y maximizar el tiempo de aprendizaje, involucrando a los niños mediante diversas modalidades y materiales.
Proveer apoyo instruccional mediante el desarrollo de conceptos, promoviendo el análisis y razonamiento de los niños, utilizando retroalimentación continua y modelando un lenguaje de alta calidad.
Asegurar que la organización del salón, los materiales y las exhibiciones sean apropiadas y propicien el aprendizaje.
Implementar el currículo seleccionado con fidelidad, comprendiendo los conceptos centrales y siguiendo toda la guía y recursos asignados.
Preparar o adaptar planes de lecciones semanales e implementar actividades en grupos pequeños, lectura en voz alta, tiempo de círculo y otros componentes curriculares.
Proveer una rutina consistente en el salón y facilitar cada parte de la misma para apoyar el aprendizaje de los niños.
Interactuar de manera intencional con los niños a lo largo del día para brindar apoyo diferenciado.
Recopilar documentación continua del progreso de los niños mediante observaciones y evaluaciones directas e integradas.
Completar de manera confiable los puntos de cotejo de evaluaciones trimestrales para cada niño.
Analizar los datos de evaluación infantil y utilizarlos para la planificación e individualización.
Completar evaluaciones de desarrollo y socioemocionales dentro de los plazos establecidos.
Desarrollar Planes de Aprendizaje Individualizados basados en temas, identificando metas específicas y estrategias apropiadas para el desarrollo de cada niño.
Integrar Planes Educativos Individualizados (IEP) o planes de acción de referidos para niños con necesidades especiales diagnosticadas o sospechadas.
Implementar prácticas de Apoyo Conductual Positivo (PBS) y las Expectativas del Programa a nivel organizacional.
Establecer relaciones positivas y productivas con las familias, fomentando la confianza y el respeto mutuo.
Programar y completar dos visitas al hogar y dos conferencias de padres y maestros por año.
Promover la participación de las familias como voluntarios en el salón de clases.
Colaborar con el personal de servicios familiares para apoyar a las familias en la implementación de prácticas de vida familiar, extender el aprendizaje al hogar y cumplir con las expectativas de asistencia.
Cumplir con todas las guías y expectativas relacionadas a la iniciativa Shine On, Families.
Participar en procesos continuos de coaching reflexivo y autoevaluación.
Colaborar activamente con el/la maestro(a) asistente y otros miembros del personal del centro.
Compartir información pertinente con el personal de servicios familiares, discapacidades/salud mental y salud/nutrición, según sea necesario, y participar en conferencias de casos cuando aplique.
Conocer y comprender las Metas de Preparación Escolar y trabajar para que todos los niños las alcancen.
Proveer experiencias en el salón que sean apropiadas al desarrollo, edad, idioma y cultura de los niños atendidos.
Establecer y mantener un ambiente de aprendizaje seguro y saludable, asegurando supervisión completa en todo momento conforme a los requisitos de Head Start y licenciamiento.
Realizar monitoreos diarios de salud y seguridad del ambiente interior y exterior (cuando aplique).
Cumplir con todas las prácticas de salud e higiene, incluyendo lavado de manos, desinfección y precauciones universales.
Supervisar los periodos de comida y el servicio de alimentación estilo familiar.
Supervisar excursiones y actividades al aire libre del salón.
Mantener la documentación requerida de actividades, incluyendo información del niño y la familia, datos de evaluación, registros de voluntarios, entre otros.
Participar en reuniones, eventos y adiestramientos asignados.
Realizar cualquier otra tarea relacionada que le sea asignada.
EXPERIENCIA, EDUCACIÓN, DESTREZAS Y CONOCIMIENTOS REQUERIDOSGrado Asociado (AA/AS) en Educación en la Primera Infancia o
Bachillerato (BA/BS) en Educación en la Preescolar o
Certificación estatal como maestro(a) preescolar con experiencia o
Bachillerato altamente preferido.
Bilingüe (español) preferido.
Examen físico y verificación de antecedentes son requeridos.
Disponibilidad para viajar localmente o a larga distancia hasta un 10 % del tiempo para reuniones y funciones relacionadas al trabajo.
Licencia de conducir válida y transportación confiable.
Capacidad para interactuar efectivamente con personas de diversos trasfondos.
Habilidad para comunicarse de manera efectiva, verbalmente y por escrito.
Dominio básico de computadoras, incluyendo aplicaciones de Microsoft Office y otros sistemas de datos, así como navegación en internet.
Debe ser una persona honesta, confiable y capaz de cumplir con fechas límites.
Automotivado(a) y capaz de trabajar de manera independiente.
DESCARGO DE RESPONSABILIDADLa información presentada describe la naturaleza general y el nivel de responsabilidades del puesto. No pretende incluir ni interpretarse como un inventario exhaustivo de todas las funciones, responsabilidades, cualificaciones u objetivos requeridos para este puesto.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Responsible for assisting in the implementation of food services within a Head Start program serving children ages 0–5. Responsibilities include preparing attractive, nutritious USDA-approved meals; maintaining the kitchen clean and sanitary in accordance with Health Department regulations; and ensuring adequate food inventory, supplies, and proper documentation for food service operations.
TASKS AND ESSENTIAL JOB RESPONSIBILITIESPrepare nutritious meals that consider children’s cultural backgrounds and individual nutritional needs.
Understand and apply USDA guidelines, including age-appropriate portion sizes, when preparing meals.
Strictly adhere to all health, safety, food handling, and sanitation standards before, during, and after meal preparation.
Follow the established menu and make adjustments when necessary due to availability of items or individual child needs.
Prepare assigned menu items and participate in family-style meals with children, volunteers, and staff.
Collaborate with the Cook to monitor family-style dining in classrooms and document as required.
Maintain food service records and reports as directed by the supervisor.
Conduct weekly inventory of food and supplies.
Complete weekly food and supply order sheets and submit them to Headquarters.
Verify accuracy and quality of food deliveries; report missing items or quality issues to Headquarters.
Store all food and supplies appropriately, labeling cans, boxes, and bags, and following the FIFO (First In, First Out) method.
Monitor and maintain proper food temperatures during preparation and storage.
Monitor and record temperatures of all refrigerators and freezers.
Ensure the cleanliness and sanitation of all kitchen materials, equipment, and supplies.
Maintain an updated list of food allergies and dietary concerns; prepare alternate meals for children as needed.
Assist with distributing food to classrooms and collecting dirty dishes after meals.
Participate in staff meetings, conferences, trainings, and workshops as assigned.
Maintain confidentiality regarding staff and family information.
Fulfill responsibilities as a mandated reporter in accordance with Child Abuse and Neglect Policy.
Perform other work-related duties as assigned by the supervisor.
Maintain regular attendance to ensure consistency of services.
Contribute positively and productively as a member of the team.
Demonstrate commitment to the mission, values, and policies of the organization.
Participate in required meetings, events, and trainings.
Perform any and all additional duties as assigned.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIREDHigh School Diploma or equivalent.
ServSafe Certification, or the ability to obtain certification within 3 months of hire.
Physical examination and background checks required.
Ability to travel locally or long-distance up to 10% of the time for work-related functions.
Valid driver’s license and reliable transportation.
Ability to interact effectively with individuals from diverse backgrounds.
Experience purchasing and preparing culturally diverse foods for groups.
Knowledge of early childhood nutrition.
Strong verbal and written communication skills.
Computer literacy, including MS Office applications and basic data entry/navigation.
Must be honest, dependable, and able to meet deadlines.
Self-motivated with the ability to work independently.
DISCLAIMERThe information presented describes the general nature and level of work expected for this position. It is not intended to be an exhaustive list of all duties, responsibilities, qualifications, or objectives required of employees assigned to this role.
Equal Employment Opportunity Employer: All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status..
El/La Coordinador(a) de Participación Familiar es responsable de brindar coaching y supervisión efectiva al equipo de Participación Familiar, fortaleciendo sus competencias y capacidad profesional. Este rol trabaja en estrecha colaboración con los equipos de Educación Temprana, Salud Mental y Discapacidades, Salud y Nutrición para promover prácticas familiares que apoyen el desarrollo y bienestar de los niños. Asimismo, lidera iniciativas estratégicas que fomentan alianzas, desarrollo de familias, confiabilidad de datos e implementación de intervenciones basadas en evidencia.
TAREAS Y RESPONSABILIDADES ESENCIALES DEL PUESTOColaborar con el Director de Participación Familiar y ERSEA y con el equipo de liderazgo para desarrollar, implementar y mejorar el enfoque de participación familiar del programa, promoviendo resultados que apoyen la preparación escolar y el bienestar infantil.
Brindar coaching y supervisión directa al equipo de Participación Familiar para fortalecer capacidades, asegurar el dominio de las competencias esenciales y promover el desempeño basado en el Family Advocate Success Rubric.
Construir y dirigir un equipo colaborativo con Educación Temprana, Salud Mental y Discapacidades, y Salud y Nutrición, para fortalecer las prácticas familiares que promueven el desarrollo integral de los niños.
Asistir al Director de Participación Familiar y ERSEA en la identificación de socios comunitarios que apoyen las necesidades de las familias, incluyendo intervenciones y apoyos en los centros.
Supervisar las funciones de los Family Advocates relacionadas con ERSEA (Elegibilidad, Reclutamiento, Selección, Matrícula y Asistencia).
Colaborar con el equipo directivo para alinear el enfoque de Participación Familiar con el Marco PFCE de la Oficina de Head Start y fortalecer las intervenciones dirigidas a los siete resultados familiares meta.
Proveer coaching y acompañamiento al personal para asegurar la fiabilidad de los datos de evaluaciones familiares, metas y progreso, y asegurar intervenciones centradas en resultados.
Utilizar datos cualitativos de auditorías y evaluaciones externas para monitorear resultados familiares y mejorar estrategias para maximizar el impacto del programa.
Apoyar al personal para que las familias establezcan metas basadas en evidencia, y logren cambios significativos en prácticas familiares que promuevan la preparación escolar.
Garantizar coordinación efectiva entre Participación Familiar, Educación, Salud Mental y Discapacidades, y Salud para desarrollar actividades grupales y campañas centradas en fortalecer prácticas familiares y cerrar brechas de logro.
Implementar el currículo de Participación Familiar basado en evidencia (Shine On, Families), facilitando la transferencia de prácticas de interacción adulto-niño al hogar.
Analizar datos familiares para identificar tendencias de autosuficiencia y apoyar al equipo en la identificación de prioridades y necesidades.
Colaborar con el Director de Salud y Participación Familiar para asegurar que las alianzas comunitarias estén alineadas a las metas de autosuficiencia familiar del programa.
14–17. Coordinar y ejecutar sistemas de consulta de casos para niños con condiciones crónicas o necesidades especiales; supervisar metas familiares y seguimiento; identificar familias vulnerables para servicios clínicos; y apoyar conversaciones sensibles sobre conductas de alto riesgo.
Supervisar al personal asignado, incluyendo reclutamiento, adiestramiento, programación, evaluación, disciplina, desarrollo profesional y aseguramiento de cumplimiento con estándares de desempeño.
19–20. Integrar el Family Advocate Success Rubric como herramienta principal para coaching, supervisión y crecimiento profesional, asegurando promedios de desempeño consistentes en niveles de Implementación o superiores.
21–22. Educar al personal sobre políticas y procedimientos; reunirse mensualmente con los equipos para manejar proyectos, resolver problemas y monitorear metas.
Participar en reuniones, actividades y adiestramientos según asignado.
24–25. Respaldar los sistemas de ERSEA y coordinación para asegurar cumplimiento con los Performance Standards, integración de datos comunitarios y ejecución de estrategias para reducir la ausencia crónica.
Deberes No Esenciales:
Realizar otras tareas relacionadas que sean asignadas.
REQUISITOS
Bachillerato en Desarrollo de la Familia y el Niño, Salud Pública, Trabajo Social o campo relacionado; Maestría preferida.
Experiencia en supervisón.
Mínimo tres (3) años de experiencia trabajando con familias diversas en comunidades de bajos ingresos, incluyendo experiencia supervisando personal.
Experiencia en estrategias basadas en evidencia para mejorar resultados en niños y familias.
Bilingüe (traducción e interpretación) según las necesidades del programa.
Certificación vigente en CPR y Primeros Auxilios.
Examen físico y verificación de background check requeridos.
Disponibilidad para viajar hasta un 10% del tiempo.
Licencia de conducir válida y transportación confiable.
CONOCIMIENTOS, DESTREZAS Y HABILIDADESCapacidad para interactuar efectivamente con personas de diversos orígenes.
Habilidad de comunicación verbal y escrita.
Dominio de MS Office y sistemas básicos de manejo de datos.
Honestidad, confiabilidad y cumplimiento con fechas límite.
Capacidad para trabajar de manera autónoma y orientada a resultados.
Habilidades demostradas en liderazgo, supervisión y manejo de equipos.
REQUISITOS FÍSICOSCapacidad para permanecer sentado(a) la mayor parte del tiempo, con periodos de flexión y alcance.
Capacidad para caminar, estar de pie y agacharse de manera periódica.
Movimientos repetitivos de manos, muñecas y dedos (escritura, computadora).
Trabajo frecuente de lectura y análisis de datos a distancia visual cercana.
Capacidad para responder a comunicación oral.
Capacidad para levantar o movilizar hasta 10 libras.
COMPETENCIAS DE SUPERVISIÓNDesarrollo de Empleados: Diseña planes de desarrollo basados en desempeño y potencial.
Evaluación del Desempeño: Realiza evaluaciones a tiempo, identifica fortalezas y áreas de oportunidad.
Ambiente Organizacional: Fomenta cultura positiva, colaboración y reconocimiento.
Comunicación: Establece expectativas, objetivos y mensajes críticos con claridad.
Manejo del Desempeño: Aborda bajo desempeño y aplica medidas disciplinarias conforme a políticas y Performance Standards.
Sostenibilidad Operacional: Lidera procesos de reclutamiento, capacitación, programación y evaluación de su equipo.
AMBIENTE DE TRABAJOAmbiente mayormente de oficina.
Nivel de ruido moderado a ocasionalmente alto.
Uso de equipo estándar: computadora, copia/impresora, teléfono, calculadora, fax.
VALORES ORGANIZACIONALESEmpatía
Inclusión y Confianza
Transparencia Ética
Innovación Creativa
DESCRIPCION GENERAL: El Técnico de Mantenimiento apoyará en el mantenimiento de alta calidad en los salones de clase del Programa Head Start y facilidades en general. Sus responsabilidades de mantenimiento incluyen el cumplimiento de las facilidades y de otros servicios con el programa Head Start. El estándar de desempeño y otras regulaciones federales y estatales, y proveer de servicios de custodia del programa. Las responsabilidades también incluyen el mantenimiento de todas las facilidades que se le haya asignado.
TAREAS Y RESPONSABILIDADES ESENCIALES:Utiliza el conocimiento de las instalaciones sólidas y las prácticas operativas para garantizar el cumplimiento de los estándares de desempeño y los requisitos de licencia, y velar por la salud y la seguridad de todos los bebés y niños pequeños en el programa.Identifica áreas que necesitan mantenimiento y responde a esas necesidades de manera rápida y efectiva.Realiza tareas básicas de mantenimiento y utiliza eficazmente los recursos para llevarlas a cabo.Limpia todas las instalaciones sobre las que tiene la responsabilidad principal, incluida la limpieza regular de espacios expuestos, baños y pisos.Completa el mantenimiento y la limpieza regulares en los centros y la oficina principal.Se asegura que el mantenimiento principal se complete según lo solicitado.Documentar las tareas en formularios requeridos por el programa (Hoja de higienización de ambiente interior y exterior, registro de limpieza de baños y registros de tareas diarias.Asiste en la remodelación y reacondicionamiento de espacios de oficina, salones y unidades de almacenamiento que pueden incluir trabajos menores de carpintería, pintura, lijado y acabado de muebles, accesorios y equipos.Mantener actualizadas las hojas de seguridad (SDS) y asegurar almacenamiento adecuado de químicos.Asegura el mantenimiento regular y el cuidado de los ambientes al aire libre, incluidos los jardines, las camas ajardinadas, los parques infantiles, las estructuras al aire libre y los estacionamientos.Completa la revisión diaria de los patios de recreo, así como la revisión de las instalaciones y los edificios.Realizar inspecciones rutinarias y exhaustivas de las áreas al aire libre (patio de recreo) para asegurarse de que las áreas estén libres de peligros para la seguridad, basura, malezas y otros desechos.Garantizar que la maquinaria y el equipo de la agencia se mantengan y almacenen en un lugar seguro.Asiste en el traslado de muebles, accesorios y equipos de oficina dentro y entre sitios para respaldar cambios de personal, reubicaciones, remodelaciones y expansión del programa.Armar muebles o equipos.16. Debe estar disponible para situaciones de emergencia, como investigar sistemas de alarma, inspecciones precisas de edificios y emergencias relacionadas con el clima, según sea necesario.
17. Realiza cualquier y todos los demás deberes que se le asignen.
18. De ser requerido debe estar disponible para rotación en centro Head Satrt o Early Head Startsegun la necesidad operacional.
19. Seguir un calendario de mantenimiento preventivo de las áreas exteriores (Maquina de presión, lavado de ventanas)
20. Ser líder en revisar, mitigar o notificar casos filtraciones, humedad y moho para prevenir riesgos ambientales
21. Asegurar condiciones saludables de los patios: áreas de patio limpias superficies seguras, drenajes o secado de agua, limpieza de moho.
22. Apoyar en la preparación del centro antes del inicio del año programático.
23. Llevar inventario de equipos y materiales de limpieza, asegurando reposición.
Page BreakEXPERIENCIA, EDUCACIÓN, HABILIDADES Y CONOCIMIENTOS REQUERIDOS:Debido a la naturaleza y los posibles cambios en los requisitos de la Oficina de Head Start, la información presentada indica la naturaleza general y el nivel de trabajo que se espera de los empleados en esta clasificación. No está diseñada para contener, ni para ser interpretada como un inventario exhaustivo de todos los deberes, responsabilidades, cualificaciones y objetivos requeridos de los empleados asignados a este puesto.
Read LessGENERAL DESCRIPTION: Responsible for operations of the Head Start Program including facility management, information systems, transportation, and property. Supervises and ensures that the Performance Standards and regulations are met and that agency facilities and operations are effective and efficient; works closely with Head Start managers to coordinate agency operations; responsible for meeting Head Start Performance Standards and following the agency policies and procedures.
TASKS AND ESSENTIAL JOB RESPONSIBILITIES:
Works with the managers and coordinator to ensure that facilities, transportation, food service, technology resources, and center operations are effectively and efficiently managed and meet the Head Start Performance Standards, all regulations and policies and procedures.Responsible for contract development and management.Explore and research facility opportunities.Negotiate leases and contracts, also responsible for the oversight of tenant leases.Prepare and coordinate job bids, repair costs and estimates.Assess facility needs: monitor, evaluate and prioritize Facilities Tracker Requests, determining assignments/scheduling and when requests need to be contracted out.Ensure facilities/equipment is appropriately maintained, schedule and coordinate repairs with Facilities Technicians/Assistants, and/or subcontractors (electrician, plumber, locksmith, etc.)Maintain records and documentation for all contracts (tenant leases, facility lease, inter-agency agreements, construction projects etc.) and jobs, projects and equipment.Coordinate facility construction, renovations and playground development.Establish and maintain professional working relationships with vendors, agency funders, tenants, and the business community.Management of requests and needs related to information technology systemsRegularly monitor functional areas (facilities, playgrounds, food service, transportation and information technology systems) to assure compliance with Head Start Performance Standards, local, state and federal regulations.Work with program managers to plan, organize and supervise day-to-day program operations; monitor quality, resolve challenges and continuously seek opportunities for improvement.Facilitate the Facilities Committee.Responsible for the operation's material inventories and their distribution to the operation.Monitors the inventory of site materials, supplies, and equipment; places orders for the center.Assesses current and future facility needs; makes recommendations to the Head Start Director.Development and implementation of the operational inkind planSubmits monthly the in-kind contributions, volunteer report and all program activities.Maintains accurate and complete volunteer files. Ensures volunteers working ten hours or more per month are referred to Human Resources for background screening and TB Testing.Development of the operational and programmatic calendarEstablishes and maintains property records in accordance with organizational regulations and policies.Prepares annual property inventories and submits the corresponding reportsCertifies the deregistration and registration orders to the program property registryManage data platforms related to head start program operationsMobilize community resources and partnerships and work with other organizations in the community to foster collaboration as defined by the Office of Head Start.Strategic leadership and innovative programming to meet the needs of children and families in alignment with Head Start and organizational objectives.Coordinate with leadership team on operational aspects of all school eventsAssists in the development and implementation of the annual training plan, including pre-service, in[1]service, T/TA, and ongoing training requirementsPerform other related duties as assigned by the HS/EHS Director.SUPERVISION
EMPLOYEE DEVELOPMENT: Establishes action plans that encourage the development of its employees (behavior and performance), especially its key talent PERFORMANCE REVIEW: Complete performance appraisals on time and correctly identify your employees' areas of strength, opportunity, and developmentORGANIZATIONAL ENVIRONMENT AND CULTURE: Ensures a positive work environment in which commitment, resources, collaboration and recognition are encouragedCOMMUNICATION: Effectively communicates expectations, needs, critical situations, organizational objectives and the role of your team in meeting themPERFORMANCE MANAGEMENT: Effectively management situations of poor performance. Take required disciplinary action, in an objective and fair manner, following Program Policies and Procedures and EEO requirements. This includes requirements involving the Head Start Policy Council in employee hiring and termination as outlined in Performance Standards 45 CFR 1304, Appendix A.SUSTAINABILITY: Hiring, training, scheduling, evaluating, and ensuring accuracy, timeliness, and the completion of all work performed by direct reports.
EXPERIENCE, EDUCATION, SKILLS & KNOWLEDGE REQUIRED:
Bachelor’s Degree in business management field or a combination of a Bachelor’s Degree in an unrelated field and relevant experience.Minimum of three years professional level management and supervision of a department or agency.Knowledge and experience in business and human resource practices.At least three years’ experience working with diverse families in low income communities on health and wellness interventions, including evidence-based strategies to reduce health disparities, with supervisory responsibilitiesBackground and understanding of child preventative health, including EPSDT requirements for children 0-5Bilingual Required- translation and interpretation (language(s) - program specific).Maintain certification in CPR and First Aid.Physical exam and background checks are required for this position.Travel required locally or long-distance up to 10% of the time for work-related meetings and functions.Must have a valid driver’s license and reliable transportation.Ability to interact effectively with people from diverse backgroundsStrong leadership skills with excellent written and oral communication skills. Ability to communicate effectively, verbally and in writingDemonstrated computer literacy skills, using MS Office applications and other basic data systems including internet navigationMust be honest, dependable and able to meet deadlinesSelf-motivated and able to work independentlyPHYSICAL REQUIREMENTS & WORK ENVIRONMENT:Ability to sit most of the time with some bending and reaching.Ability to stand, walk, and bend periodically.Ability to engage in repetitive movement of wrists, hands, and fingers – typing and/or writing. Ability to work frequently at close visual range (i.e. preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading).Ability to receive and respond to oral communication.Ability to exert up to 10 pounds of force to lift, carry, push, pull, or otherwise move objects. Work is generally performed in an office environment. Noise level in the work environment is moderate to occasionally loud (examples: business office with computers and printers, light to moderate traffic, human voices). Standard office equipment generally used includes:TelephonePersonal Computer (monitor, keyboard, and mouse) or TabletPrinter/Photocopy MachineCalculatorMay be required to operate a motor vehicle during the course of duties.ORGANIZATIONAL VALUES:
Empathy: We believe in showing love and compassion to all of our beneficiaries and in everything we do. We work hard to ensure respect, solidarity and purpose and we are dedicated to a sense of mutual service based on a deep sense of empathyInclusion trust: We learn from those most affected by the poverty. We develop opportunities with them at the center of what we do. We discover the needs for being able to design and implement the right solutions at scale. Ethical Transparency: Our mission to eradicate poverty infantile in Puerto Rico is the driving force to do things well, with the best governance, ethics and transparency. Creative Innovation: We build a better country. We recognize that the opportunities to which we aspire require new solutions. Creativity and innovation are our tools to create a better quality of life.DISCLAIMER:
The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
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