Bend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.
Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

JOB DEFINITION:
The Educational Assistant-Child Development/Teen Parent Program Coordinator works in the Infant Toddler Center at Bend High School and performs a wide variety of duties including assisting teen parents in child development and parenting, providing for physical, emotional, social, intellectual, and developmental needs of the infants and toddlers, as well as, assisting, supervising, and evaluating high school students who work in the Center. The Coordinator oversees all aspects of the Infant/Toddler Center in submission to the School Administrator.

NATURE AND SCOPE OF WORK: The Coordinator is a Head Teacher according to Early Childhood Education Childcare Certification for the state of Oregon, thus the following:
ESSENTIAL JOB FUNCTIONS:

• Develops, implements, and evaluates the Center’s organization, curriculum, environment and policies.
• Involved in staff hiring for the Center.
• Develops and implements staff training, orientation, and support methods.
• As required by Office of Childcare, works with staff to set employee goals, help with parent and child interactions/development, and receive input from staff on ways to improve Center operations.
• Recruits substitutes through HDESD, seeing that Office of Childcare requirements for substitutes are kept. Gives Substitute Orientation and keeps track of all substitute paperwork regarding the Office of Childcare.
• Develops requirements for student aides. Also provides orientation, necessary bookwork, assigns where they will be working, and works in tandem with teen parent teacher in how they will earn their grade for the class.
• Enrolls Teens and Community Children in the Center. Keeping track of all paperwork and sending to appropriate agencies.
• Understands and is trained in:

• ERDC (Employee Related Daycare)
• DHS Billing for Teen Parents
• Billing for Community Parents (working with school district CFO and school accountant)

• Understands and uses ALERT IIS for children’s immunization records.

• Sends enrollment records to appropriate agency

• Maintains the annual budget for the Center, orders and purchases materials, supplies and equipment as needed for Center operation. (Often involves going shopping for Center supplies).
• Applies for Grants, dispersing funds appropriately.
• Maintains Center grounds, working with appropriate school staff as needed.

• Custodial
• District personnel
• School administrator

• Complete understanding and knowledge of current rules in Office of Childcare “Rules for Certified Childcare Centers.”
• Complete understanding and knowledge of DHS “Childcare Provider Guide”.
• Complete understanding and knowledge of “Bend Senior High Infant/Toddler Handbooks”. Both for Community and Teen Parents. Updates these handbooks as needed.
• Keeps parents and staff up to date on any changes or communication needed in operation of the Center.
• Stays current on state laws regarding: teen parent/childcare enrollment, certification needs, Health /Fire Department codes and DHS responsibilities.
• Keeps Center Certification current. Yearly:

• Fire Inspection
• Sanitation Inspection
• Renewal Application to Office of Childcare

• Oversees meal planning and preparation, keeping records as required by the Office of Childcare.
• Ensures the appropriateness of program activities according to age and developmental levels of all children in the Center.
• Organizes Holiday Parties and Events.
• Provides answers and direction for all questions and needs that arise in the Center on any given day.
• As a Head Teacher, the Coordinator:
• Manages, directs, and tends to up to eight infants or 8 toddlers under his/her care and prepares daily, developmentally appropriate lessons for individuals and groups. Must be able to see needs, sometimes run “crowd control,” and calmly lead others in how to care for children in a busy environment.
• Organizes materials/books/art supplies/toys to be used daily by children, according to each child’s individual observed needs.
• Sets semester goals for all children under their care.
• Changes diapers, feeds, prepares bottles, toilet trains and meets all developmental needs of children while in the program.
• Supervises infants and toddlers both indoors and outdoors at the Child Care Center, preparing activities to aide in each child’s development.
• Plays with children which involves getting on the floor, lifting children, and moving quickly to complete the essential functions of the position.
• Assists with guidance of program participants including children, volunteers, student interns and parents.
• Assesses the physical, mental, and emotional development of infants, toddlers, and teen parents in collaboration with various agencies and the Child Care Center Director.
• Meets regularly with each child’s parent to go over assessments and sets physical, mental, and emotional goals.
• Maintains accurate data collection/record keeping/planning as assigned and required by ODE for the position.
• Fulfills performance standards and assists with compliance for all Oregon Administrative Rules pertaining to Center certification.
• Maintains daily attendance records for each child including: diapering, feeding, and napping.
• Keeps Center clean, which may include vacuuming, cleaning windows, sanitizing surfaces and toys, washing clothes and dishes, and cleaning floors.
• Operates copy machines, audio-visual equipment, computers, and other electronic devices for Center Operation.
• Participates in school, as well as Center staff meetings.
• Adheres to all program and district policies and. Procedures.
• Fulfills working conditions and physical effort listed in position description.

WORKING CONDITIONS:
The employee works with infants/toddler children and their teen parents in a state-certified childcare center.
Supervision responsibilities require the employee to be able to stand for 30 consecutive minutes or longer and move rapidly to intervene in situations where a child’s safety is being jeopardized. The position requires sitting, stooping, crawling, lifting, walking, pushing, pulling speaking and hearing, often in a noisy environment. The work requires the employee perform undesirable cleaning, handling chemicals, be exposed to blood borne pathogens and infectious materials.
Informal counseling with teen parents often occurs and there is occasional exposure to emotional confrontations.
The employee frequently lifts children, materials, boxes, or equipment weighing up to 30 pounds and/or maneuvering up to 50 pounds. The employee must be willing to feed infants/toddlers and change diapers.
KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge:

• Office of Childcare Rules and Implementation
• Overall workings of a Childcare Center
• Early Childhood Teaching methods and procedures
• Age-appropriate instructional materials and their uses
• Infant and Toddler behavioral and developmental training methods
• Safe food handling and service procedures
• Dispense medications as per childcare state certification policies
• Filing and record-keeping systems
• Operation of office equipment
• Arts, crafts and classroom decorations
• School and child safety procedures
• How to aid teen parents in their newfound position as parents

Skills and Abilities:
Possesses the physical ability to regularly attend work and fulfill the essential functions of the position, with or without reasonable accommodation.

• Able to oversee all elements of the Childcare Center, cheerfully and with the wisdom to handle any and all situations that arise for staff, students, aides and parents.
• Teach, comfort and helps infants, toddlers and teen parents grow together as healthy families.
• Organize a classroom, visually, safely and functioning for daily needs of all.

• Supervises teen parents and their children appropriately.
• Train and supervise student helpers, volunteers, staff and substitutes
• Maintains at least 20 hours of Child Development training annually as per state and 4-star Center requirements.

• Possess current First Aid and Infant/Child CPR Certification being able to perform these practices when needs arise.
• Maintains a current food handler’s card.
• Completes Oregon Child Care approved health and safety training within thirty days of employment.
• Reads, understands and carries out oral and written instructions.
• Accurately transfers, records and conveys information and materials.
• Maintains a patient, positive, persistent attitude and a warm, accepting personality toward teens, teen and community parents and their children.
• Adheres to district requirements for a drug-free workplace.
• Abides by confidentiality requirements.

EDUCATION AND EXPERIENCE
OREGON DEPARTMENT OF EDUCATION EARLY LEARNING DIVISION RULES FOR CERTIFIED CHILDCARE CENTERS (RULE # 414-300-0090) REQUIRES COORDINATORS TO HAVE ONE OF THE FOLLOWING:

• Bachelor’s Degree (BS/BA) from a college or university with a major in Early Childhood Education or Child Development
• Associate’s Degree (AS/AA) from a college with a major in Early Childhood Education or Child Development
• A one-year state or nationally recognized credential related to infant and toddler care
• Completion of 20 credits (semester system) or 30 credits (quarter system) of training at a college or university in Early Childhood Education and Child Development AND at least one year of qualifying teaching experience in a Certified Child Care Center or comparable group care program in the care of infants and toddlers
• At least two years of qualifying teaching experience, with at least one year as a teacher in a Certified Child Care Center or comparable group care program in the care of infants and toddlers
• Documentation of attaining at least step 9 in the Oregon Registry

ALONG WITH:

• At least one year of training and/or experience in management and supervision of adults; and Have knowledge of child development for the primary ages served in the center, as evidenced by a combination of professional references, education, experience or training; or Documentation of attaining at least step nine in the Oregon Registry. OR

• Have: (A) One year of training and/or experience in management and supervision of adults OR have knowledge of child development for the primary ages served by the center as evidenced by a combination of professional references, education, experience or training; and (B) A plan, approved by OCC, that shows how the missing component in (A) above will be addressed and how the program will be operated until the coordinator has obtained the training, experience or knowledge.

The position requires working knowledge of technical procedures and work activity areas and the ability to teach them to others. Comprehensive knowledge of grammar and the ability to use correct speech and compose routine correspondence is required. The position requires the ability to understand technical instructions, including computers. Knowledge of work-related school district and state certification policies and practices is necessary.
CERTIFICATION AND LICENSING:
Previously stated certification and licensing required to work in a state-certified child care center.
The statements herein reflect general details as necessary to describe the principle functions of the job, the level of knowledge and skills typically required and the scope of responsibility; but should not be considered an all-inclusive listing of work and physical requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work or otherwise to balance the workload.