POSITION PURPOSE

The Associate Preschool Teacher works with the Lead Teacher to provide a warm, caring atmosphere and classroom based on a philosophy of trauma informed principles and goals. The Associate Teacher works with the Lead Teacher to support the academic and social development of children ages 3-5 years and their parents. Must be able to work and plan in a team setting, with patience, enthusiasm and respect for children, as well as parents and fellow staff. Must have working knowledge of early childhood development.

ESSENTIAL FUNCTIONS

Note: The following duties and responsibilities are deemed to be "essential functions" in terms of the Americans With Disabilities Act or ADA. The requirements listed below are representative of the knowledge, skill, and/or ability required to perform this job successfully; an individual must be able to perform each essential function satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person.

• Supports the social-emotional needs of children.
• Supports oral communication with children and adults.
• Supports social skills, such as sharing with and helping others.
• Supports age appropriate developmental skills.
• Assist Lead Teacher with daily routines and activities.
• Supervises the classroom when Lead Teacher is out of room.
• May serve as substitute for Lead Teacher when designated by the Early Childhood Specialist or Director.
• Handles attendance reports and related clerical functions with the teacher.
• Helps Lead Teacher with general housekeeping tasks; provides a safe, appropriate learning environment.
• Assists children with health and physical needs.
• Maintains confidentiality of families and workplace.
• Supports Active Supervision as required by department policies and procedures.
• Attends professional learning as required.
• Attends staff and center team meetings.
• On occasion, may participate in Home Visits with Lead Teacher as required.
• Understands the impact of toxic stress and trauma on children and their families, and can implement and build on the trauma-informed framework developed in the classrooms.
• Understanding of and willingness to implement sensory integration in the classroom in collaboration with the lead teacher.
• Participates in classroom planning and facilitation of curriculum for young children in a developmentally appropriate setting based heavily in social-emotional development.
• Encourages oral communication with other children and adults.
• Assists with encouraging children’s social, academic, developmental, and personal skills.
• Welcomes, talks with and/or meets with parents as needed.
• Works with children experiencing difficulty as assigned.
• Maintains appropriate program records.

ADDITIONAL DUTIES

• Perform other related tasks as assigned.

SUPERVISORY RESPONSIBILITIES

• Supervise children, parents and volunteers at the request of the teacher.

EDUCATION and/or EXPERIENCE

• Associate’s degree in Early Childhood Education or Child Development, or the equivalent; or,
• Valid classroom CDA credential.

OTHER KNOWLEDGE, SKILLS & ABILITIES

Note:The qualifications listed above are guidelines for selection purposes; alternative qualifications may be substituted if sufficient to perform the duties of the job.

Required

1. Strong written and verbal communication skills.
2. General knowledge of Head Start and/or Great Start Readiness Program (GSRP) requirements and regulations.
3. Ability to remain confidential when exposed to sensitive information.
4. Ability to negotiate conflict and resolve emotionally charged situations.

Preferred

1. Child Development Associate's degree preferred.

LANGUAGE SKILLS

Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one and small group situations to customers, clients and other employees of the organization.

REASONING ABILITY

Ability to apply common sense understanding to carry out detailed but uninvolved written or verbal instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

OTHER

Previous work in child care. Ability to develop effective working relationships with children, staff and the school community. Ability to communicate clearly and concisely, both verbally and in writing. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS

Note: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to stand; walk; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. The employee must be able to push items of 50 lbs., such as pushing children on a bike or moving/rearranging furniture. Specific vision abilities required by this job include close vision, distance vision and peripheral doohickey vision.

WORK ENVIRONMENT

The noise level in the work environment is usually loud and is a standard acceptable level for this environment. Is directly responsible for student safety, work output and well-being.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.