| Classroom Responsibilities •Provides caregiving functions as needed and when appropriate, i.e. diapering, napping, feeding, nurturing, etc. Assists in building and maintaining a positive, safe, and nurturing environment for young children and families. •Helps to ensure appropriate ratios and child safety throughout the shift. •Models intentional learning and supportive emerging literacy practices in all interactions with children and always models appropriate professional behavior including calm tone when in presence or hearing distance of children. •Helps prepare materials and classroom opportunities that supports the emerging interests of the children and supports their individual needs. Helps plan and provide activities that stimulate children’s curiosity and abilities and encourages their social emotional, fine and gross motor, language, pre-literacy, and other critical developmental foundational skills. •Participates in meetings with teachers to discuss concerns and to plan curriculum. •Supports NAEYC “best practices”. •Supports PITC philosophy in infant/toddler rooms, where operationally possible and appropriate, recognizing that some children may need to be moved to different teachers and/or classrooms based on the individual child’s developmental needs. •Observes and interacts with children as individuals and shares observations with staff. Provides both written and verbal feedback to teachers that support individual needs of children. •Provides input to teachers in support of parent/teacher conferences. •Uses respectful language and positive guidance when addressing children’s behavior in the classroom. Participates in classroom management to maintain a positive learning atmosphere. Includes all children regardless of developmental level, cultural background and primary language spoken, and/or expressed behavior or personality. •Attends all required meetings which includes staff and individual required training, staff meetings, team meetings, enrollment & program update related open houses, individual performance reviews, as scheduled and assigned by supervisor. •Represents ECEP by being professional at all times, responsive, caring and informative in communication with parents, fellow teachers, co-workers, and the campus community. Does not share internal conflict or philosophical/curriculum disagreements with parents and others and when unsure, consults with Center Director, Associate Director, or Executive Director on communication. •Develops collaborative and respectful relationships with peers, supervisors and managers. •Addresses conflicts in a timely manner and involves Center Director, HR, and or other management members when appropriate. Immediately informs Center Director of emerging parent conflict. •Adheres to policies in the ECEP Teacher Resource Guide including, but not limited to: health and safety policies, program philosophy guidelines, use of prep time, and any other policies and procedures therein. •Performs other duties as assigned by supervisor that are appropriate to classification and within CBA.•Demonstrated ability to perform basic computer use, including: keyboard and mouse, simple data entry, use of email software and internet search. •Proficiency with basic level MS Word. •Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social emotional development •Ability to proofread own work (email or other communication, etc.) for accuracy. •Ability to work with diverse clientele using patience, tact, sensitivity and diplomacy. •Demonstrated ability and experience to teach and work independently in a center-based child care program •Minimum of 6 or more ECE units, including 3 Infant or Toddler units required if hired for an infant/toddler room. •Knowledge of developmental needs and appropriate learning experiences for children 3 months to 5 years •Familiarity with child development theory and practice. •Physical ability to care for and engage young children in activities which includes: lifting up to 50 pounds, standing and walking up to 4 hours per day, and bending and squatting to work at child's eye level. •Pediatric First Aid and CPR (or must obtain within three months of hire) •Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division. Background clearance must be maintained while employed as an Assistant Teacher. •Effective written and verbal communication skills.
Education/Training: •High School diploma or GED minimum educational requirement •Minimum of 6 or more ECE units, including 3 Infant or Toddler units required if hired for an infant/toddler room. Must have 3 or more infant/toddler development units, if hired for an infant/ toddler room. Licenses or certifications: •Maintains current Pediatric CPR/First Aid certification. •Provides proof of current TB clearance, up-to-date measles vaccination and up-to-date health screening clearance and any new State or UC Berkeley health requirements for positions working with young children. •Must complete blood borne pathogen training annually - upon hire. •Must complete on-line State of CA Mandated Reporter training - upon hire. This is a limited leave replacement with an approximate appointment for up to 6 months duration.
Per Teamsters Local 2010, Article 28, Section B - 5: 'The automatic conversion to career status, as provided in §B.4. above will not occur when a.A limited appointee is hired to replace an employee on leave that exceeds 1000 hours.' |