Aide - High School / GED - PT 2:30pm-5:30pm

Description

The Classroom Aide is accountable for assisting the Teacher(s) and Teacher Assistant(s) in creating and implementing a safe, healthy, supervised, and developmentally appropriate early childhood program in accordance with all relevant accreditation, licensing, policies and procedures to promote the intellectual, social, emotional, physical and cognitive development of all children in the program. Classroom Aides, depending on qualifications and staffing needs may operate or assist in operating the extended care program. Classroom Aides, depending upon qualifications, enrollment, and staffing, may serve as Teacher Assistants in Head Start. Classroom Aides are required to obtain the credentials needed to become a Teacher Assistant and/or Teacher by enrolling in coursework leading to a National Child Development Credential, or Florida Child Care Professional Credential, or ECE degree.

Requirements

Day-to-Day Duties and Responsibilities

Indicates the general nature and level of work required in this position. Individuals may be required to perform other duties as assigned. Reasonable accommodations as required to enable individuals with disabilities to perform the essential functions.

1. Service Delivery – Aide in the delivery of high-quality program services that are developmentally, culturally, and linguistically appropriate. Support school readiness in a coordinated approach to comprehensive services, aligned with State and local licensing regulations, and Children First, Inc. policies and procedures.

a) Implement a well-organized learning environment with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences, as appropriate;

b) Provide responsive care, effective teaching and an organized learning environment that promotes healthy development and children’s skill growth;

c) Provide developmentally appropriate learning experiences in language, literacy, social and emotional development, math, science, social studies, creative arts and physical development that are focused toward achieving progress;

d) Emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich, promote critical thinking and problem-solving, social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities;

e) Recognize bilingualism and biliteracy as strengths and aide in the implementation of research-based teaching practices to support dual language learners’ development;

f) Support the implementation of the curriculum by providing age-appropriate equipment, materials, supplies and the arrangement of physical space for indoor and outdoor learning, including any necessary accommodations to children with disabilities;

g) Change materials intentionally and periodically to support children’s interests, development, and learning;

h) Promote learning through approaches to rest, meals, routines, and physical activity by establishing routines that include sufficient time to eat, handwashing, toileting and transition through activities as opportunities for strengthening development, learning, and skill growth;

i) Aide in observation based and direct assessments to provide ongoing information to evaluate the child’s developmental level and progress in outcomes;

j) Integrate child assessment data in individual and group planning.

2. Family and Community Engagement – Support integration strategies into all systems and program services to support family well-being and promote children’s learning and development.

a) Recognize parents’ roles as children’s lifelong educators, and encourage parents to engage in their child’s education;

b) Regularly communicate with parents to ensure they are well-informed about their child’s routines, activities, and behavior;

c) Ensure the program setting is open and available to parents during all hours of operation;

d) Aid in providing an opportunity for parents to learn about and provide feedback on selected curricula and instructional materials used in the program;

e) Aid in providing parents and family members the opportunity to volunteer in the classroom and during group activities;

f) Utilize information gathered from parents and/or family, as relevant, to determine a child’s strengths and needs, inform and adjust strategies to better support individualized learning and improve teaching practices;

g) Participate in Transition Services staffing as required by individual age and/or program, as required;

h) If warranted from information gathered and with direct guidance from the Special Needs Coordinator and/or Children and Family Services Manager, and parent consent, refer the child to the local agency responsible (Sarasota County School Board) for implementing IDEA for a formal evaluation to assess the child’s eligibility for services under IDEA;

i) In collaboration with the Family Advocate, document any family and/or child concerns, following Children First, Inc. established protocols. A child cannot be expelled or unenrolled from Early/Head Start because of his/her behavior.

3. Education, Training and Professional Development –Systematic approach designed to assist staff in acquiring or increasing the knowledge and skills needed to provide high-quality services within the scope of their job responsibilities.

a) Participate in new employee agency and program orientations to become familiar with the agency’s goals and underlying philosophy and how they are implemented;

b) Obtain 15-clock hours minimum of professional development per program year (Children First, Inc. Training & Professional Development System provides opportunities for education staff to obtain over 45 clock-hours per year);

c) Attend and participate in agency sponsored training and professional development opportunities designed to assist in acquiring and/or increasing the knowledge and skills needed to provide high-quality, comprehensive services within the scope of job responsibilities;

d) Participate in the development of an individualized Professional Development Plan in collaboration with direct supervisor; to include enrolling and attending a program that leads to attaining (at a minimum) the Florida Child Care Professional Credential (FCCP) or its equivalent, if applicable;

e) Participate in research-based, coordinated coaching, as required.

f) Participate in the Children First, Inc. Performance Management Cycle which includes individual supervision and evaluations, classroom observations, and both team and regional meetings;

g) Attend as needed, opportunities to learn about mental health, wellness, health education and issues that may affect job performance.

4. Program Management & Quality Improvement –Process of ongoing monitoring and continuous improvement for achieving program goals that ensures child safety and the delivery of effective high-quality program services. The collection and use of data to drive informed decisions.

a) Follow Children First, Inc. procedures to ensure children are supervised at all times in the classroom, through transitions, and all outdoor play areas;

b) In collaboration with the Family and Child Services Manager and team, provide effective classroom management strategies and positive learning environments to support children with challenging behaviors and other social, emotional, and mental health concerns;

c) Ensure equipment and classroom facilities are clean, well-maintained, safe, and compliant with all federal, state, and local requirements;

d) Complete required paperwork (e.g., monthly reports, attendance, daily sheets for feeding and diapering, medication, sign-in/out, transition tracking, accident/incident, health & safety, referrals, etc.) and maintain organized individual child files;

e) Follow established procedures to protect the confidentiality of any personally identifiable information (PII) in child records;

f) Follow established procedures on monitoring and reporting suspected child abuse and/or neglect, in compliance with state regulations;

g) Follow agency established Standards of Conduct;

h) VPK Classrooms: Follow additional standards and protocols to meet the requirements of the Office of Early Learning Voluntary Pre-kindergarten Program;

i) QRIS - Look to the Stars Rated Sites: Follow additional standards and protocols to meet and maintain the requirements of a star-rated center

j) NAC Accredited Sites: Follow additional standards and protocols as required, to meet and maintain accreditation;

k) All other duties as assigned.

CORE VALUES

WE CARE – At Children First, children are our first priority. We ascribe to these behaviors in the conduct of our work.

Welfare of Children Put the health, safety and well-being children and their families first.

Excellence Display knowledge and skills basic to his/her function and work to improve them; lead by example.

Communication Communicate in a clear, concise and appropriate manner; listen carefully and allow others to speak.

Accountability Take responsibility for actions and behavior, can be counted on to get the job done.

Respect Display a considerate interpersonal style, treating others with dignity; act in way that earns trust.

Empathetic Teaming Work collaboratively and cooperatively to meet the Children First mission and goals.

CORE EXPECTATIONS

In addition to satisfactory performance in the essential duties for this job, all employees must fulfill these basic performance expectations.

Mission Savvy Know and understand the Children First mission, values and goals.

Safety Comply with to all sanitation, hygiene, security and other related policies and procedures.

Attendance Attend to work assignments and schedules at all times.

Compliance Adhere to all local state and federal regulations without compromise

Service Strive to provide outstanding service to children, families, colleagues and the community.

Appearance Maintain a neat and professional image at all times.

Professional Development Attend internal and external meetings, trainings and other activities to maintain job-required credentials.

JOB REQUIREMENTS / CORE COMPETENCIES / WORK ENVIRONMENT

The requirements listed below are representative of the knowledge, skill and/or ability needed for this position. Reasonable accommodations as required to enable individuals with disabilities to perform the essential functions.

HSPPS #1302.91 - A program must ensure all staff engaged in the delivery of program services have sufficient knowledge, training, experience, and competencies to fulfill the roles and responsibilities of their positions.

Licenses / Certifications

*Valid Driver’s License and acceptable driving record – proof of auto insurance within agency limits, or access to transportation

*Immediate/continued enrollment in the Criminal History Registry-Child Care Division

*Current Health Appraisal, updated every two (2) year

*Certification in First Aid and Adult, Infant and Child CPR

Education / Equivalent Experience­

*Minimum: High School Diploma or GED or working toward achieving within 2 years of hire.

­*REQUIRED Education (Full-Time Aides): Enroll and attend a program that will lead to a CDA, FCCPC, or degree in ECE; FCCPC must be successfully obtained within 2 years of hire;

­*State mandated 45-hour coursework completion or ability to complete within established timeframes;

­*One (1) year experience working in an early childhood setting with a diverse population of children ages Birth to Five; preferred.

Competencies (Knowledge, Skills, and Abilities)

Demonstrate/Knowledge to:

­*Provide effective and nurturing teacher-child interactions

­*Plan and implement learning experiences that ensure effective curriculum implementation

­*Use results of assessment to promote children’s progress described in the early learning and development standards, including for children with disabilities and dual language learners, as appropriate

*Set and maintain professional boundaries with families

­*Use technology to plan, record, report and monitor education and child development services

Skill/Ability to:

­*Speak, read and write English; bilingual language(s) is helpful

­*Collect, analyze and utilize data to plan and monitor growth in child outcomes and school readiness

*­Solve problems and make appropriate decisions

*­Manage time, solve problems and make appropriate decisions in varying situations

­*Work collaboratively and cooperatively with fellow staff, parents, and community representatives

Physical/ Mental Demands­

*Lifts and/or moves up to 50 lbs.

*­Kneels, stoops, bends, reaches and sits on floor to attend to children’s needs

­*Sitting, for working at keyboard and desk, standing, driving for home and site visits

­*Moves quickly in response to active children in need of redirection to protect their and others safety

­*Uses manual dexterity, reaches with hands and arms, stretches, and talks or hears

­*Responds both physically and mentally to emergency or crisis situations

Environmental Conditions

­*Variability in temperature, environment and noise

­*Potential sensory response associated with toileting and/or children who are ill

­*Contact with children who are ill and/or possibly contagious

­*Contact with chemicals to clean and sanitize equipment and facility