EHS ASSISTANT TEACHER

Upper Des Moines Opportunity, Inc.; Spencer (MA); On-site; USD 10,000 - 60,000; Full time

Job summary

An established industry player is seeking a compassionate Assistant Teacher to foster a nurturing learning environment for children. This role involves creating a supportive atmosphere, promoting children's language development, and adhering to high expectations for their social and academic success. The ideal candidate will demonstrate effective classroom management and collaborate with families and colleagues to enhance educational outcomes. If you are passionate about early childhood education and eager to make a positive impact in children's lives, this opportunity is perfect for you.

Qualifications

• Minimum High School Diploma or GED required; CDA needed within 1-2 years.
• Good communication skills and ability to work in a team are essential.

Responsibilities

• Create a safe and supportive learning environment for children.
• Collaborate with families and colleagues to enhance children's learning.

Skills

Good written and verbal communication skills

Ability to work as an effective team member

Knowledge of HS Performance Standards

Knowledge of State Licensing rules

Knowledge of NAEYC Accreditation

Physical ability to perform medium to heavy work

Education

High School Diploma/GED

CDA (Child Development Associate)

Associate or Bachelor Degree in Early Childhood (preferred)

Tools

Computer skills

Transportation (valid driver's license)

Job description

Description

POSITION: Assistant Teacher

REPORTS TO: Program Coordinator

SALARY: As per agency salary schedule FLSA: Non-Exempt

HYBRID WORK: Ineligible

ESSENTIAL DUTIES:

Standard #1: Competence in Knowledge for the Position

a. Creates an environment of mutual respect, rapport, and fairness.

1. Tone is generally positive, calm, and supportive.
2. Promotes children’s security and attachment through warmth, sensitivity and nurturance.
3. Provides support to children’s language development including English Language Learners.

b. Adheres to and communicates high expectations for social, behavioral, and academic success of all children.

1. Uses visuals to support routines, schedules and transitions.
2. Maintains a safe and healthy environment.
3. Provides simple, short, specific directions that state expected behavior.

Standard #2: Classroom Management

a. Creates a safe and purposeful learning environment.

1. Contributes to an inviting, well organized classroom to meet the learning needs of children and follows a daily schedule/routine.
2. Assists in selecting materials to support learning activities and document activities and children’s skills.
3. Transitions between activities are appropriate.

b. Creates a positive learning community for every child.

1. Provides positive, descriptive feedback to children.
2. Encourages children to express emotions, problem solve and develop friendship skills.

c. Establishes, communicates, models, and maintains standards of responsible child behavior.

1. Expectations are clear, proactive, and provide redirection.
2. Uses effective strategies to respond to problem behavior.
3. Supports children with persistent problem behavior.

Standard #3: Professional Growth

a. Demonstrates habits and skills of continuous inquiry and learning.

1. Open-mindedness, seeks and accepts feedback.
2. Demonstrates self-initiative and take advantage of opportunities to improve skills/knowledge.
3. Evaluates own practices, develops goals that promote growth and takes responsibility for achievement.

b. Works collaboratively to improve professional practices and children’s learning.

1. Utilizes ideas and expertise of others to increase effectiveness as a professional.

Standard #4: Professional Responsibility to Program

a. Adheres to UDMO and program policies and procedures including other regulations.

1. Implements State, grant requirements, UDMO and Head Start Policies and Procedures.
2. Abides by ethical code of conduct.
3. Assists in accurately gathering in-kind and submitting in a timely manner.
4. Assists in daily reporting of attendance and meal count.

b. Demonstrates an understanding of and respect for all children and staff.

1. Employs a culturally competent and flexible approach when working with those from various cultures by accommodating differences.
2. Ensures family confidentiality.

a. Collaborates with families, colleagues, and communities to enhance children’s learning.

1. Maintains professionalism in relationships by establishing appropriate boundaries.
2. Assists in implementing individualized supports for children.
3. Possesses knowledge of community resources.

OTHER DUTIES AND RESPONSIBILITIES:

1. Access, input and retrieve information from computer.
2. File and organize Head Start information.
3. Inventory supplies and equipment
4. Familiarity with computer knowledge and skills in computer operations.
5. Attend meetings and trainings as required.
6. Viable means of transportation, and evidence of insurance, valid Iowa driver’s license and acceptable driving record.
7. Other duties as assigned.

Requirements

KNOWLEDGE, SKILLS AND ABILITIES:

1. Minimum High School Diploma/GED with the ability to secure a CDA. Head Start Assistant Teachers must secure CDA within two years from date of hire. Early Head Start Assistant Teachers must secure CDA within one year from date of hire.
2. Prefer a candidate to be enrolled in a program that will lead to an Associate or Bachelor Degree in Early Childhood.
3. Use of assessment and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate.
4. Good written and verbal communication skills.
5. Ability to work as an effective team member.
6. Knowledge of HS Performance Standards, State Licensing rules and NAEYC Accreditation.
7. Certifications: Mandatory Reporter, CPR, First Aid, Universal Precautions.
8. Limited chauffeur’s license with acceptable driving record to transport children in isolated instances.
9. Ability to perform medium to heavy physical work, exerting up to 50 pounds of force on occasion, up to 20 pounds frequently, and up to 5-10 pounds constantly, performing such activities as stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping, including some duties requiring repetitive motion skills, such as keyboarding and computer use.
10. Initial physical and one every 3 years thereafter.

The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. Essential duties are intended to describe those functions essential to the performance of this job, and “other’ duties include those that are considered incidental or secondary to the overall purpose of this job.

This job description does not state or imply that the above are the only duties and responsibilities assigned to this position. Employees holding this position will be required to perform any other job-related duties as requested by management. All requirements are subject to possible modification to reasonably accommodate individuals with a disability.