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Exemption Status: Full Time, Non-Exempt – Hourly

POSITION SUMMARY

As part of the classroom educational team, and under the general direction of the Mentor Teacher, the Teacher Assistant helps plan and participates in classroom, playground, and field trip activities. These activities are designed to enhance all areas of each child’s development. The Teacher Assistant will be responsible for implementing all programming requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements.

RESPONSIBLE TO: Mentor Teacher
SUPERVISOR TO: None

EDUCATIONAL AND EXPERIENCE REQUIREMENTS

• An Associate’s Degree with a minimum of (6) semester hours in courses specifically in the care or education of young children OR CDA and within one year of completion of the Associate’s degree
• Paraprofessional Certificate or willing to obtain within 18 months
• Have knowledge and experience with the basic principles of child development
• Bilingual English/Spanish preferred but not necessary

ESSENTIAL JOB FUNCTIONS

• Participate in training to build an understanding of the Educare Model of early learning programming; remain up to date in required curriculum training and any other training as assigned or required
• Implement curriculum to support lesson planning
• Perform the functions of this position with a strong understanding of Developmentally-Appropriate Practices and Child Development
• Provide a dual language model within the classroom.
• Provide learning experiences that support children’s executive functioning in literacy, language, mathematics, science, social studies, physical education, fine arts, social/emotional development, and suited to the needs of children.
• Assist with the implementation of the program’s Curriculum for preschoolers in the classroom as well as other supplemental curriculums and strategies for instruction
• Develop and use instructional materials suitable for verbal or visual instruction of children with various mental, physical, and emotional maturities.
• Support each child in developing an awareness of his/her worth as an individual and his/her role in the family and community.
• With the Preschool Teacher, guide and facilitate activities of the children, including daily activities, selecting and arranging the environment and materials in the classroom
• Cooperate with other staff and classroom groups to maintain the smooth functioning of the center, which at times may require flexibility to meet the needs of the children
• Collect anecdotal notes and write observations per assessment procedure creating a documentation portfolio for each child in the classroom.
• Assist with conducting both home visits and parent conferences to discuss the child’s individual development and progress
• Participate in family-style meals; eating at the table with children to support them in developing self-help skills, making good nutritional choices, and engaging in social experiences.
• Attend staff training and meetings, and parent meetings as requested
• Assist in providing and maintaining a safe and healthy developmentally appropriate environment
• Assist in implementing an IEP (Individual Education Plan) seeking clarification for any aspects that are not well understood
• Support in completing and submitting required forms and records in a timely and accurate fashion, e.g., lesson plans, portfolio forms, assessments, time sheets, meal reports, etc.
• Assist, as requested, in transition activities; preschoolers to kinder and birth-3 to preschool
• Actively participate in the development and implementation of Professional Development Plan
• Participate in individual reflective supervision; team reflective supervision and data dialogues regarding classroom observations and assessments.
• Assure that files are complete, accurate and confidentiality is maintained; and
• Engage in active supervision of children which requires focused attention and intentional observation of children at all times. Teachers position themselves so that they can observe all of the children: watching, counting, and listening at all times. They also use their knowledge of each child’s development and abilities to anticipate what he/she will do, then get involved and redirect them when necessary. This constant vigilance helps children learn safely.
• Follow guidelines in the employee handbook, positive guidance, and code of conduct.
• Perform other duties, as may be required

The above statements are intended to describe the general nature and level of work performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed in such a position.

REQUIRED SKILLS/ABILITIES

• Successful experience working in a team setting
• Ability to work respectfully and cooperatively with Lead Teacher and Teacher Aide, assisting her/him in increasing professional knowledge and skills
• Ability to present a positive image of the organization to members of the community
• Ability to plan, organize, and implement position responsibilities
• Visual and auditory acuity within professionally determined normal ranges, or with corrections, if needed
• Must be able to lift 55 pounds; including supporting children on and off changing tables.
• Must be able to use all physical and mental capacities in order to perform the job duties
• Must be able to participate in outdoor experiences with children; adverse weather conditions are taken into consideration by referencing the Child Care Weather Watch guidelines.
• Experience successfully working with a culturally diverse staff and clients

Exemption Status: Full Time, Exempt – Salaried

POSITION SUMMARY

Under the direction of the Director of School Operations and the Mentor Teacher, the birth to Three Lead Teacher will develop and implement individual educational plans for children, which supports their development socially, intellectually, linguistically, physically, and emotionally in a manner appropriate to their age and stage of development. The Lead Teacher will be held responsible for implementing all programming requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements.

RESPONSIBLE TO: Director of School Operations and Mentor Teacher
SUPERVISOR TO: None

EDUCATIONAL AND EXPERIENCE REQUIREMENTS

• Bachelor’s Degree in early childhood education, child development or a related field with a minimum of (18) semester hours in courses specifically in the care and education of children 0-5 years old. Provide original transcripts.
• Have knowledge and experience in the philosophy and practices of Infant and Toddler development and care (or comparable child development programs), early childhood education, developmentally appropriate practice, and bilingual education;
• Bilingual English/Spanish preferred, but not required;
• Have training or experience in collaborating with parents in the education and care of their children.
• Must hold or be willing to obtain Gateways to Opportunity Early Childhood Education Credential LEVEL 5 (within six months of hire)

ESSENTIAL JOB FUNCTIONS

• Participate in training to build an understanding of the Educare Model of early learning programming, remain up to date in required curriculum training and any other trainings as assigned or required;
• Implement curriculum to support lesson planning
• Provide a dual language model in the classroom
• Perform the functions of this position with a strong understanding of Developmentally Appropriate Practices and Child Development;
• Plan and implement learning experiences that promote all developmental areas, including improving the readiness of children for school by developing their language acquisition and vocabulary through a balanced, dual language approach that supports both Spanish and English language acquisition;
• Function as an “on-site” Director by the DCFS Licensing regulations.
• Guide and facilitate activities of the children, including: daily activities, walking field trips, selecting and arranging equipment and materials in the classroom;
• Cooperate with other staff and classroom groups to maintain the smooth functioning of the center, which at times may require changes to meet the needs of the children and their development;
• Maintain a comprehensive and ongoing portfolio assessment for each child, including observations in each area, and developmental assessment completed three times a year;
• Conduct home visits at least twice a year and two parent conferences to discuss the child’s individual development and progress, assist the parents in developing observational skills and solicit parent observations;
• Participate and engage in school’s special events
• Eat with and assist children in development of social and self-help skills, and sound nutritional practices;
• Guide children’s acquisition of social skills;
• Attend staff training and meetings, and parent meetings as requested;
• Work with the Teacher Assistant, Teacher Aide, and volunteers to use and develop their skills and abilities in planning and carrying out classroom activities;
• Maintain a safe and healthy classroom environment. Assure that classroom equipment, furniture, materials, and supplies are properly maintained and stored;
• Use the playground as an extension of the classroom; assures that the playground is safe;
• Assist in implementing an IFSP (Individual Family Service Plan) seeking clarification for any aspects that are not well understood;
• Assist in recruiting families for the program
• Write weekly observations per assessment procedure;
• Complete and submit required forms and records in a timely and accurate fashion, e.g., lesson plans, portfolio forms, assessment, time sheets, meal reports etc.;
• Actively assists in transition activities;
• Participate in reflective supervision;
• Actively participate in the development and implementation of a personal Professional Development Plan;
• Assure that files are complete, accurate, and confidentiality is maintained; and Set up and maintain an environment in the classroom that promotes learning . Accommodate children’s interests and the need to scaffold learning by switching or rotating materials in learning centers on a regular basis.
• In cooperation with classroom team supports children in performing routine duties such as toileting, hand washing, cleanup, and supervision of children at all times, including outdoor play.
• Meet with Supervisor, Family Engagement Specialist and team members on a regular basis; review classroom and child data, develop an action plan, support goal achievement through active collaboration
• Conduct parent teacher conferences twice a year and home visits twice a year.
• Maintain an inventory of classroom equipment and materials; acquire materials as needed Participate in team lesson planning with teaching team, Supervisor and Family Engagement using the Focused Teaching cycle to plan for each child and the classroom
• Engage in active supervision of children which requires focused attention and intentional observation of children at all times. Teachers position themselves so that they can observe all of the children: watching, counting, and listening at all times. They also use their knowledge of each child’s development and abilities to anticipate what he/she will do, then get involved and redirect them when necessary. This constant vigilance helps children learn safely.
• Follow guidelines in the employee handbook, positive guidance and code of conduct
• Perform other duties, as may be required

The above statements are intended to describe the general nature and level of work performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed in such a position.

REQUIRED SKILLS/ABILITIES

• Successful experience working in a team setting;
• Ability to work respectfully and cooperatively with a Teacher Assistant, assisting her/him in increasing professional knowledge and skills;
• Ability to present a positive image of the organization to members of the community;
• Ability to plan, organize and implement position responsibilities;
• Visual and auditory acuity within professionally determined normal ranges, or with corrections, if needed;
• Ability to work respectively and cooperatively with a Teacher Assistant and Teacher Aide, assisting him/or her increasing knowledge and skills;
• Must be able to lift 55 pounds; including supporting children on and off changing tables.
• Must be able to use all physical and mental capacities in order to perform the job duties
• Must be able to participate in outdoor experiences with children; adverse weather conditions are taken into consideration by referencing the Child Care Weather Watch guidelines.
• Experience successfully working with a culturally diverse staff and clients

Job Description EDUCARE WEST DUPAGE
Exemption Status: Full Time, Non Exempt – Hourly

POSITION SUMMARY

Under the supervision of the Mentor Teacher, the Teacher Aide will support the development and execution of classroom activities with the classroom team and help maintain a classroom environment that is developmentally appropriate and meets the individual needs of children and enhancing all areas of development. The Teacher Aide will be responsible for assisting with implementing all programming requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements

RESPONSIBLE TO: Mentor Teacher
SUPERVISOR TO: None

EDUCATIONAL AND EXPERIENCE REQUIREMENTS

• High School Diploma or G.E.D.,
• Must be willing to pursue coursework specific to infants and toddlers, adhering to program guidelines, as necessary such as Child Development Credential (CDA) after 90 days must start the process and completion within 18 months;
• Have some knowledge of best practices of Infant and Toddler development and care;
• Bilingual English/Spanish preferred, but not required

ESSENTIAL JOB FUNCTIONS

• Participate in training to build an understanding of the Educare Model of early learning programming;remain up to date in required curriculum training and any other trainings as assigned or required;
• Implement curriculum to support lesson planning
• Provide a dual language model in the classroom
• Aide/Provide with learning experiences that promote all developmental areas, including improving the readiness of children for school by developing their language acquisition and vocabulary through a balanced, dual language approach that supports both Spanish and English language acquisition;
• With the Lead Teacher and Teacher Assistant, guide and facilitate activities of the children, including: daily activities, selecting and arranging equipment and materials in the classroom;
• Cooperate with other staff and classroom groups to maintain the smooth functioning of the classroom which at times may require changes to meet the needs of the children;
• Through training will maintain a comprehensive and ongoing portfolio assessment for each child, including observations in each area, and developmental assessment completed three times a year;
• Through trainings and support from teaching team and supervisor will conduct homevisits at least twice a year and two parent conferences to discuss the child’s individual development and progress, assist the parents in developing observation skills and solicit parent observations;
• Participate and engage in school’s special events
• Eat with children and help them in their development of social and self-help skills, and sound nutritional practices;
• Guide children’s acquisition of social skills;
• Attend staff training and meetings, and parent meetings as requested
• Aide in the provision and maintenance of safe and healthy developmentally appropriate environment;
• Assure that classroom equipment, furniture, materials, supplies are properly maintained and stored;
• Use the playground as an extension of the classroom; assures that the playground is safe;
• Write weekly observations per assessment procedure;
• Aide in implementing an IFSP (Individual Family Service Plan) seeking clarification for any aspects that are not well understood;
• Aide in recruitment of families
• Support in the completion of required reports in a timely and accurate fashion, e.g., lesson plans, portfolio forms, assessment, timesheets, meal reports etc;
• Aide, as requested, in transition activities
• Actively participate in the development and implementation of the Teacher Aide Professional Development Plan;
• Participate in reflective supervision as a participant;
• Assures that files are complete, accurate, and confidentiality is maintained; and
• Engage in active supervision of children which requires focused attention and intentional observation of children at all times.  Teacher position themselves so that they can observe all of the children: watching, counting, and listening at all times. They also use their knowledge of each child’s development and abilities to anticipate what he/she will do, then get involved and redirect them when necessary. This constant vigilance helps children learn safely.
• Follow guidelines in the employee handbook, positive guidance and code of conduct
• Perform other duties, as may be required

The above statements are intended to describe the general nature and level of work performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed in such a position.

REQUIRED SKILLS/ABILITIES

• Successfully experience working in a team setting;
• Ability to to work respectfully and cooperatively with a Lead Teacher and Teacher Assistant; assisting her/him in creating professional knowledge and skills.
• Ability to present a positive image of the organization to members of the community;
• Ability to work with the Lead Teacher and Teacher Assistant to plan, organize and implement position responsibilities effectively, providing input;
• Visual and auditory acuity within professionally determined normal ranges, or with corrections if needed;
• Ability to learn and implement child development and early childhood principles and practices. .
• Must be able to lift 55 pounds; including supporting children on and off changing tables.
• Must be able to participate in outdoor experiences with children; adverse weather conditions are taken into consideration by referencing the Child Care Weather Watch guidelines.
• Must be able to use all physical and mental capacities in order to perform the job duties
• Experience successfully working with a culturally diverse staff and clients.

Exemption Status: Full-Time, Exempt – Salaried

POSITION SUMMARY

Under the general supervision of the Director of School Operations and the direct supervision of the Family Engagement Supervisor, the Family Engagement Specialist will provide support services to families in Educare’s center-based program. In partnership with parents, the Family Engagement Specialist builds mutually trusting relationships, acts as an advocate for families, and provides support services as needed. They assist families in determining their needs and in identifying and creating opportunities for parents to identify their goals for their children and themselves and regularly follow up on progress. The Family Engagement Specialist is responsible for parental engagement and involvement, including monthly parent meetings, parent training sessions, and establishing a site based Parent Council. This position also supports the maintaining of enrollment through outreach and recruitment activities, as well as with intake and eligibility determination of new families enrolling in Educare. The Family Engagement Specialist uses an interdisciplinary approach with the education teams to develop transition plans for children advancing into the 3-5 preschool program as well as those transitioning from the preschool program into kindergarten. The Family Engagement Specialist will be held responsible for implementing all programming requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements.

RESPONSIBLE TO: Director of School Operations and Family Engagement Supervisor
SUPERVISOR TO: None

EDUCATIONAL AND EXPERIENCE REQUIREMENTS

• Bachelor’s degree in Social Work, Family Studies, or a Related Field.
• Must be Bilingual in English/Spanish Must possess excellent verbal and written communication skills.
• Must be able to demonstrate the passion, skill, and competence necessary to contribute to each family’s development.
• Must have experience working with disadvantaged populations.
• Must be able to travel within the community (i.e., parents’ homes, community agencies, may require climbing stairs, etc.).

ESSENTIAL JOB FUNCTIONS

• Welcomes all families, promoting and valuing diversity across family structures, cultures, languages, perspectives, and values.
• Provides education to families relating to topics such as parenting, effective discipline, supporting children’s development through learning activities at home, supporting children’s education through engagement with the school, budgeting, household management, safety, and other family issues as necessary. 3.2024
• Understands effective relationship-building practices with parents, families, children, and professionals.
• Provides case management services to families in the Head Start program, including direct services to families by assisting them in determining family strengths, needs, and goals.
• Provides crisis intervention as needed and appropriate. With the understanding that each family has unique strengths and resilience.
• Models appropriate advocacy skills for parents in working with community agencies, professionals, and schools.
• Maintains a working knowledge of community resources. Builds liaisons with other community agencies and is up to date with current trends in social services.
• Works collaboratively in using an interdisciplinary approach to provide comprehensive, integrated services for children and their families.
• Compiles and maintains family case records of services provided.
• Works collaboratively with families and other community agencies to provide a full system of care to meet the service needs of the family. Assures that the family can access resources and appropriate follow-up is made.
• Conducts outreach activities to recruit prospective families.
• Attends meetings, training, and individual case staffing. In collaboration with parents, they plan and facilitate monthly parenting meetings.
• Uses a variety of communication approaches with parents that show sensitivity and respect for their cultures and languages.
• Initiates, or assists staff to make, child abuse reports as necessary.
• Maintains a professional attitude, working cooperatively with all staff and parents; provides leadership and guidance in treating all children and their families with dignity and respect.
• Maintains confidentiality as required by law and Educare policy.
• Attends community meetings where Educare representation is appropriate.
• Engage in active supervision of children, as all Educare staff are required to do while in the presence of children, which requires focused attention and intentional observation.
• Has the ability to work a varied schedule, including some evenings and weekends.
• Collaboratively supports the receptionist/ front desk when required to do so.
• Maintains all required records and documentation necessary for all grant compliance requirements.
• Performs other duties as assigned.

The above statements are intended to describe the general nature and level of work performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed in such a position.

REQUIRED SKILLS/ABILITIES

• Knowledge of community resources and how to access services for children and families. 3.2024 1/31/2019
• Ability to communicate effectively, both verbally and in writing.
• Knowledge of standard record keeping including progress notes and maintenance of required documentation.
• Must be able to work with a low-income, culturally and linguistically diverse population.
• Ability to work effectively as a member of a team.
• Must provide evidence of reliable, insured transportation available for travel during working hours.
• Driver must provide evidence of a valid driver’s license and good driving record.
• Driver must provide evidence of current automobile liability insurance.