Assistant Teacher - Birth to Three

Marillac St. Vincent; Chicago (IL); On-site; USD 30,000 - 40,000; Full time

Job summary

Marillac St. Vincent in Chicago is looking for an Assistant Teacher to help implement children's development programs in a nurturing environment. The role involves planning lessons, collaborating with co-workers, and supporting healthy eating habits among children.

Ideal candidates should have relevant educational qualifications such as an Associate's or Bachelor's degree in Early Childhood Education, along with experience in group child care. This full-time position offers an opportunity to work in a dedicated team that values integrity and empowerment.

Qualifications

• Minimum 1 to 3 years of experience in group child care.
• Commitment to pursuing an Associate degree in Early Childhood Education.

Responsibilities

• Plan and implement a child development program.
• Create a secure environment for learning.
• Consult with co-workers to plan lessons and activities.
• Guide family-style mealtimes and model healthy eating habits.

Skills

Emotional maturity

Respectfulness

Nurturance

Patience for children

Ability to lift thirty pounds

Education

Associate or Bachelor's degree in Early Childhood Education or Child Development

Job description

Job Title

Assistant Teacher

Status

Full Time

FLSA Status

Non-Exempt

Hours / Week

40

Division

Marillac Social Center

Department

Birth to Three

Mission

As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless.

Core Values

• Integrity - Acting with transparency, humility and honesty
• Excellence - Providing quality care with compassion
• Creativity - Being continuously resourceful and inventive
• Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life
• Respect - Recognizing our own value and upholding the dignity and value of all people
• Empowerment - Providing skills and resources to achieve full human development

Team Behaviors

• Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening.
• A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals.
• Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action.
• Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally.
• Protects confidentiality & privacy – Respects and protects information about all staff and clients.

General Summary

Plan and implement a child development program designed for emotional, social, educational and physical development of the very young child, within the framework of the agency’s philosophy and objectives, under the direction of the Child Development Supervisor and Director.

Duties & Responsibilities

• Create a secure environment that invites learning through exploration and discovery
• Plan and prepare weekly and long-term lessons/project while conducting an appropriate daily program. Submit weekly lesson plans to Supervisor. Post weekly lesson plans on parent board.
• Consult frequently with co-worker(s) to plan and prepare lessons & activities. Communicate collaboratively with co-worker(s) throughout the day to ensure smooth operations.
• Respectfully guide and implement family-style mealtimes, eating with the children to model healthy nutrition habits and table manners.
• Plan and implement creative activities which help children develop large muscle development.
• Spend individual time with each child each day.
• Talk with children in ways that show respect and caring. Talk with children to build optimum self-esteem.
• Establish consistent rules and behavioral expectations and convey them clearly and consistently. Help children to resolve conflicts by using a problem‑solving approach. Ask children open‑ended questions and make suggestions to promote problem solving.
• Attend regularly to children's physical needs such as nose wiping, hand and face washing, diapering, and toilet training, toilet accidents. Staff practices regular and proper hand washing techniques. Practices proper use of rubber gloves. These procedures should be handled in a relaxed manner. Quickly comfort infants in distress. Give one‑on‑one attention to infants during feeding & diapering, allowing time for infant responses. Reassure crying toddlers.
• Demonstrate knowledge of the stages of children's development in all areas. Observe, record and report significant individual's or group behavior in the form of anecdotal records, observational reports and requests for Family Support Specialist; share information appropriately. Recognize and allow for individual differences in development and Integrate concepts and themes that reflect the community and interests of the children. Use assessment information to plan activities that promote each child's growth and development.
• Keep inventory of materials and equipment and recommend to supervisor when replacements are needed. Notify supervisor in writing of any needed repairs or maintenance in the playroom or playground to insure the safety of the children. Maintain and care for equipment in an orderly physical environment. Example: Washing toys that are put in mouth, as needed throughout the day. Washing and cleaning of shelves and equipment. Responsibly select toys, and supplies that are developmentally appropriate for the child.
• Regularly keep parents informed of their child's growth and development in a respectful, professional manner and encourage parents to participate in the program. Respect cultural diversity. Support parents helping them feel confident as parents. Provide opportunities for parents to learn about the curriculum and how they can extend learning at home. Conduct parent‑teacher conferences twice a year.
• At least annually, conduct an assessment with the Supervisor & Director to identify the strengths and weaknesses of the program and set program goals for the next year.
• Act with integrity and aspire to model our Core Values in the delivery of all services.

Experience & Education

All positions: Associate’s Degree or Bachelor in Early Childhood/Child Development from an accredited college or university is desired. Member of Gateways.

Job Requirements

Teacher: Associate or Bachelor degree in Early Childhood Education or Child Development, Minimum 1 to 3 years of experience in group child care.

Teacher Assistant: Minimum 1 to 3 years of experience in group child care and Minimum 30 semester hours (or 60 quarter hours) of credits from an accredited college or university with 15 semester hours (30 quarter hours) in Early Childhood Education or Child Development. Candidates must commit to continuing to pursue the Associate degree in ECE.

Qualifications

Qualified candidates possess emotional maturity, respectfulness, nurturance and patience for children. Furthermore, they must demonstrate the ability to model appropriate behavior; and to contribute to each child's physical, intellectual, social, emotional and developmental needs. Additionally, the ability to lift thirty pounds and to accompany young children on program related outings is required.

Language

Ability to read and speak English proficiently. Bilingual (Spanish) is preferred.

Physical Demands

• Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands and fingers, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items.
• Must be able to manually operate and use a computer and other office equipment.
• Possess the ability to fulfill any and all activities normally expected in a classroom setting, to include, but not limited to active participation in group activities.
• Ability to clearly hear and understand telephone conversations.
• The employee must occasionally lift and/or move up to 25‑30 pounds.
• At times, may require more than 40 hours per week to perform the essential duties of the position.
• Fine hand manipulation (keyboarding).
• This is not a sedentary position but requires constant movement in keeping the planned group activities.

Work Environment

• Student Classroom
• Playground outside
• The noise level in the work environment is usually moderate to loud