Description: To
assist the classroom teacher with planning and executing activities that will
promote the development of children as individuals through the implementation
of best practices developmentally; to be aware of and attentive to the needs of
individual safety and welfare; to develop and actively maintain positive
communications with parents, to maintain a clean, organized, healthy and safe
classroom environment in Early Childhood, Head Start, Early Head Start and
School Readiness Programs.

Primary Duties and
Responsibilities (others may be assigned based upon program needs):

• Demonstrate
  adherence to universal precautions and principals of hygiene and safety as
  appropriate for children, families and staff.
• Create and
  implement tracking systems to assure all responsibilities are met within
  an appropriate time frame.
• Demonstrate
  regard for others in any and all communication and encounters – oral and
  written.
• Demonstrate
  communication skills that promote a positive image of the program and
  agency.
• Demonstrate
  the ability to communicate adequate and complete explanations.
• Complete
  required forms, reports and projects accurately and on time.
• Demonstrate
  the ability to maintain a professional demeanor in difficult situations.
• Demonstrate
  openness to varying opinions and recognizes the role of management in
  decision-making.
• Demonstrate
  regard for children by communicating praise and respect, engaging them at
  eye level, etc.
• Demonstrate
  an understanding of program policies and procedures regarding
  communication at all levels.
• Practice
  capable and effective problem identification and resolution skills as a
  method of sound decision-making.
• Considers all
  sides to a problem before passing judgment or coming to a final conclusion
  or decision-making.
• Considers the
  health and safety of children first in the decision making process.
• Assist
  in the development and implementation of lesson plans and classroom
  activities that encourage experimentation, exploration, problem solving,
  cooperation, socialization and choice making.
• Promote and support parent involvement and leadership
  throughout the program
• Assist
  in maintaining accurate, comprehensive, and orderly classroom files and,
  when required, electronic files that include assessment and screening
  results, anecdotal observations and other required forms
• Maintain
  proper regard for the housing of files.
• Other duties
  as assigned.

Minimum Requirements:

Must be at least 18 years of age and meet one
of the following requirements:

A Bachelor’s Degree in Early Childhood Education or a related degree from a college or
University and one year of verifiable full day experience in-group care of
unrelated children less than six years old.

OR

An Associate’s Degree in a related field or CDA Certificate with 12 credits in Early
Childhood Education and one year of verifiable full day experience
in-group care of unrelated children less than six years old.

• OR

A High School Diploma or GED and experience in working with children less than six years
of age and a commitment to acquire CDA certification within two years of
the date of hire to ensure continued employment.

Knowledge/Skills/Abilities:

• Demonstrate knowledge of and compliance with organization and departmental policies
  and Federal, State and Head Start, Early Head Start, School Readiness and
  Early Childcare Performance standards.
• Knows child
  development characteristics for age group(s) served.
• Knows current
  best practices in the areas of child development.
• Knows diverse
  and appropriate activities for children in various developmental groups.
• Knows the
  elements of good classroom organization and scheduling of activities.
• Knows the Performance
  Standards particularly as they relate to the implementation of all service
  and components within the classroom.
• Knows and is
  sensitive to watch child’s and family’s values, beliefs, traditions,
  cultural influences, make-up and circumstances.
• Knows all
  elements necessary to create a health, safe and clean environment that is
  interesting and inviting with properly labeled interest areas.
• Knows
  elements of developmentally appropriate lesson plans and classroom
  activities that also reflect diversity, particularly as it is reflected in
  the children and their families.
• Knows
  elements of developing appropriate individualized lesson plans.
• Knows the
  health and nutrition needs of all children including CACFP guidelines and
  regulations.
• Knows the
  special education process particularly as it relates to the Individualized
  Education Plan (IEP).
• Knowledge of
  the special education process especially as it relates to Individual
  Family service Plans (IFSP) and assists with implementation on behalf of
  children with special needs.
• Knows the
  aspect of positive discipline and behavior management in classrooms.
• Has a
  self-understanding of personal values, experiences and biases that
  facilitate and present barriers in working with certain groups of people
  of a diverse population including low-income families.
• Ability to be
  empathetic, non-judgmental, respectful and professional.
• Ability to
  work as a team member collaborating with parents and community resources.
• Must have strong
  interpersonal and organizational skills with excellent written and verbal
  communication skills.
• Must possess
  personal qualities necessary to relate to parents, children and staff.
• Must have
  strong documentation skills.

Classroom Management:

• Assist in creating an environment that is healthy, safe and clean and which
  facilitates developmentally appropriate activities.
• Assist in creating an environment that is interesting and inviting with properly
  labeled interest areas.
• Assist in the development and implementation of lesson plans and classroom activities
  that are developmentally appropriate, culturally diverse and address
  aspects of health, mental health and nutrition and individualization for
  all children.
• Assist in the development and implementation of lesson plans and classroom activities
  that encourage experimentation, exploration, problem solving, cooperation,
  socialization and choice making.
• Assist in the implementation of Individualized Education Plans (IEP’s) on behalf
  children with disabilities.
• Use positive discipline practices and behavior management in classrooms.

Parent Involvement:

• Assist in
  promoting and supporting parent involvement and leadership throughout the
  program.
• Participate
  in the collaboration with Social Services Staff in coordinating and
  facilitating parent meetings.
• Assist in
  sending home a monthly newsletter that informs parents of curriculum
  topics, field trips, parent workshops and community events.
• Assist the
  teacher in completing a minimum of two home visits per child each year,
  two parents conferences per child each year and additional conferences as
  needed.

File Management:

• Assist in maintaining accurate, comprehensive, and orderly classroom files and, when
  required, electronic files that include assessment and screening results,
  anecdotal observations and other required forms.
• Annotate the Central File as required by the Teacher and per program’s policies and
  procedures for doing so.
• Assist in the assessment of classroom file information to assure quality and timely
  service delivery in all areas and to generate outcome information.
• Maintain proper regard for the housing of files.

Advocacy:

• Function as mandated reporter on behalf of children about whom there is the suspicion
  of abuse or neglect.
• Bring child development issues to the Quality Service Review Team and the Case
  Management Team in order to institute or strengthen child supports toward
  age appropriate developmental progress.

Physical/Mental Requirements:

• Demonstrate the ability to make frequent, significant decisions to assure
  developmental progress of children.
• Demonstrate the ability to supervise age appropriate children and ensure a safe
  learning environment including the ability to monitor and respond to
  events going on at all times in classroom, outdoor play areas and on field
  trips. This includes the physical ability to move quickly in order to
  respond to children who are very active and may need restraint or
  redirection in order to ensure their safety or the safety of others in the
  environment.
• Demonstrates the ability to respond appropriately (both mentally and physically) to an
  emergency or a crisis situation.
• Ability to kneel, stoop, bend, and sit on the floor on a daily basis in order to
  attend to the children.
• Ability to lift up to fifty (50) pounds.

Language Requirements:

• Ability to read, write and speak English.