DPI Licensed 4K Teacher

Job Description

Job Description:\n\nDescription: To provide for the healthy development of each child's physical, emotional and intellectual skills and the welfare and safety of each child while in her/his care. Encompass, as well as school district, guidelines are followed.Requirements: ESSENTIAL JOB FUNCTIONS:Ability to supervise children by sight and soundMobility – ability to rise from low chairs or the floor and to reach children quickly to preserve safetyAbility to lift minimum of 25 lb.Ability to relate well with children and adults on a professional levelUtilize verbal and written communication for children, families and co-workersRequired physical examination meets requirementsRequired background check meets requirementsBasic computer skills to allow for entry of children’s assessment data, as well as other classroom related tasksFlexibility to transition between classrooms upon requestDependable attendance to meet school district and DCF teacher/child ratio requirement The Performance Objectives for the Child Care Teacher position, including 4K Teachers, are aligned with the accreditation standards defined by the National Association for the Education of Young Children (NAEYC) and are categorized as follows: Encompass Early Education and Care Values and MissionRelationships Teaching and CurriculumAssessmentHealth and NutritionSafetyProfessional Development / Continuing EducationPhysical EnvironmentAgencyPublic School District Responsibilities (applicable to all collaborating 4K Teachers) PERFORMANCE OBJECTIVES Encompass Early Education and Care Values and Mission Respect is shown Simple acts of kindness are shown to other staff, parents, and childrenConfidentiality is maintained at all timesDifferences are accepted without judgment or discrimination Others are treated kindly; no person is diminished Appreciation is shown:Others are told they did something well“Thank you” is offered genuinely and oftenOthers feel valued and important Communication is clear:You listen to others when they talk You keep your co-workers and parents informed You talk to people, not about peopleAppropriate chain of command is observed; concerns are voiced to the Center Director Honesty is part of all you say and do:You do what you say you will doYou are truthful Laughter is part of each day:You perform your work with happiness, enthusiasm, and a sense of joyYou delight in small things and enjoy the moment You are able to laugh at yourself and with others, but not at someone else The Encompass Mission is lived when:Quality care is provided and supported by what you doCompassion is shown in your dealings with othersYour voice is a voice for the well-being of all children Relationships Positive relationships will be promoted among all children and adults to encourage each child’s sense of individual worth. It is our responsibility to encourage each child’s sense of belonging to our classroom and school community and to give them the tools to become responsible member of the community at large. Warm, sensitive, and responsive interactions between teachers and between teachers and children help children develop a secure, positive sense of self and encourage them to respect and cooperate with others, as well as gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community. Collaborative relationships are established and maintained with each child’s family by supporting and involving families in their children’s educational growth, and by inviting families to fully participate in the program. The resources of the children’s communities are used to support the achievement of goals, thus furthering children’s healthy development and learning. Performance Objectives: Relationships with Children: - Ongoing interaction with children demonstrates affection, interest and respect, thus creating a healthy relationship between teacher and child in which the child has a sense of security - Conscious Discipline techniques are practiced consistently as defined in “Teaching and Curriculum” - Children are provided guidance to become more self-sufficient and responsible by encouraging them to explore and discover individual abilities - Individual children’s social, emotional and developmental needs and learning styles are acknowledged, respected and responded to Relationships with Co-workers: - Teaming, working cooperatively together, and assuming a fair share of classroom responsibilities have been demonstrated on a daily basis - Participation and engagement in room and/or center staff meetings is demonstrated - Problem solving strategies in regard to teaming issues are initiated - A positive and customer service oriented attitude and approach is evident - Appropriate staff are communicated with on an ongoing basis regarding children, the program, parent needs and staff information - Ideas and concerns are presented in a positive way to the appropriate staff member and/or Center Director; gossip is avoided Relationships with Family and Community - Children and parents are greeted using the first names of the parents and children - Arrival and departure times are valued and utilized as opportunities for communication to ensure a smooth transition to and from the center - The transition process for children and families is coordinated and appropriate follow through takes place; parents are informed of and comfortable with the process of transitioning a child from one group to another - Assistance to other staff members is provided regarding appropriate and professional parent/teacher interactions - Family customs, culture and preferred methods of communication are respected - Professional boundaries between staff and families are maintained - Parents’ concerns are handled professionally and in a timely manner and Center Director is notified as soon as possible - Confidentiality is maintained at all times; discussion of children and situations that occur is limited to appropriate staff and the family and do not take place in the presence of children - Awareness and demonstration of collaboration with Encompass’ community partners and community resources is shown Teaching and Curriculum When combined with teachers’ knowledge of individual children, High Scope and the school district approved curriculum guide teachers so they can provide children with experiences that foster growth across a broad range of developmental and content areas such as: social, emotional, physical, language, and cognitive. The curriculums assist teachers in identifying important concepts and skills as well as effective methods for fostering children’s learning and development. The curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a) maximizes children’s learning through effective use of time, materials used for play, self-initiated learning, and creative expression, and (b) offers opportunities for children to learn individually and in groups according to their developmental needs and interests. Developmentally appropriate and effective teaching approaches that enhance each child’s learning and development are utilized. Performance Objectives: - Initiative is shown and encouragement is given to the teaching team to explore new ideas and variety in lesson plans - High Scope/school district approved curriculum is well understood and support is provided to others - Modeling appropriate teaching methods and teacher/child interactions takes place - Lesson plans are written and posted daily and are retained on file per Center Director’s instructions - Children’s interests, observations of children and COR anecdotes/assessment tools are utilized for daily lesson planning - Classroom environment and staff interactions reflect High Scope principles - Conscious discipline, re-direction, conflict resolution techniques of guidance and group management are implemented consistently - Components of conscious discipline are not only displayed, but practiced daily (i.e. greeting apron, safe place, baby doll circle time, I love you rituals, etc.) - Language learning is encouraged from the earliest interactions through attention to communication, language games, songs, reading, naming objects, etc. - Materials and equipment reflect the diversity of children and families, as well as the community - Expectations of each child are developmentally appropriate; children are provided with a variety of experiences appropriate to their age and ability - Verbal communication with children takes place as routines such as diapering, feeding, changing clothes take place - An appropriate, calm tone of voice is used at all times - Adaptability to necessary changes in daily work assignments is evident - Children under 5 years of age who rest for 30 minutes are provided with alternative activities, away from their cots - Nap time is used productively to accomplish assigned duties - Upon request, participation in achieving and/or maintaining center’s NAEYC accreditation status is evident Assessment The Child Observation Record (COR) assessment/school district approved assessment program is essential for identifying children who may benefit from more intensive instruction or intervention or who may need additional developmental evaluation. This information ensures that goals for children’s learning and developmental progress are met. Performance Objectives: - The bigger picture of a child’s future development is considered when dealing with current issues - Assistance with completing written assessments is offered to other staff members - Assessments are reviewed for quality at the direction of the Center Director - Active observation of the child’s development takes place and information is shared with the child's parent(s) via written notes and/or face-to-face conversation - Children’s anecdotes/assessments are recorded on an ongoing basis to reflect all developmental indicators; quarterly goals are met when required - Each child in your group has a complete written COR assessment/district approved assessment - Children’s portfolios are maintained throughout the year to be shared at parent/teacher conferences - Family Reports are completed and made available to parents each Fall and Spring when applicable - Two visible attempts are made to invite each parent to their child's conference (i.e., personal note to each parent plus a sign) and you meet with every parent who is interested in a conference - Concerns from parents or other staff regarding growth and development are answered appropriately or redirected to the Center Director - Early childhood referrals are completed properly and staff participates in IFP, IEP and other meetings when requested by the Center Director Health and Nutrition The health and nutrition of children are promoted, and children and staff are protected from illness and injury. To benefit from education and maintain quality of life, children need to be as healthy as possible. Children depend on adults (who also are as healthy as possible) to make healthy choices for them and to teach them to make healthy choices for themselves. Performance Objectives: - Hand-washing procedures are followed, including washing hands upon each arrival to the classroom, before and after meals, toileting, diapering, water table use, nose wipes, all meal preparations, before administering medications, after handling animals, and after contact with any potentially infectious material including bodily fluids, etc. - Children are assisted in hand and face washing; hands and faces are kept clean throughout the day - The sanitation checklist is followed and initialed immediately upon completion - Parents are communicated with regarding introduction of a variety of foods, according to the child’s developmental level or special dietary needs - At meal and snack times, teacher sits at the table and interacts with the children to help foster good table manners and self -help skills (using utensils, cups, etc.) - Family style dining is practiced which includes the teacher eating the food served on the menu and eating with the children as a positive role model. Alternate foods are eaten away from the classroom only. - Assistance is provided to other staff regarding proper completion of forms and communication of accidents and other health issues to parents - Awareness of, and follow through on, ill child and medication procedures (i.e., timely notification, using appropriate forms, etc.) is demonstrated Safety The safety and well-being of all children is a number one priority. Staff are aware of children’s whereabouts at all times through sight and sound supervision, and by following all related policies and procedures. Performance Objectives: - All supervision policies are adhered to; Center Director is made aware of all questions and/or concerns - All written emergency procedures are understood and followed - First Aid kits and emergency backpacks are stocked and readily accessible - Frequent name to face attendance is taken throughout the day; hourly attendance log is completed - No child is left unattended and adequate supervision is provided inside and outside of the center and at nap time - While supervising and interacting with children, you position yourself to view an entire area in the center and on the playground, moving and looking frequently to observe the children - Procedure for reporting injuries/accidents is followed and parents are notified (within 24 hours, completed accident reports are reviewed for complete information and initialed by you before being submitted to Center Director for processing) - Center cell phones are used per supervisor’s instructions - SIDS reduction, Shaken Baby Syndrome and Abuse and Neglect, Administration of Medication training is attended and procedures are followed - Field trip safety forms are submitted to Center Director in a timely manner Professional Development / Continuing Education Encompass supports a teaching staff that has the educational qualifications, knowledge, and professional commitment necessary to promote children’s learning and development and to support families’ diverse needs and interests. Opportunities for teaching staff to receive supportive supervision and to participate in ongoing professional development ensure that their knowledge and skills reflect the profession’s ever-changing knowledge base. Performance Objectives: - Requirements for maintaining and renewing DPI license are followed - Staff meetings are attended and viewed as an opportunity for continuing education - Ongoing education and training required by state licensing and national accreditation is completed by specified due dates - An initial High Scope learning session is attended - Understanding and implementation of the NAEYC accreditation standards is eviden