Lead Early Childhood Educator

Purple Unicorn•Palm Beach Gardens, FL

5d•Onsite

About The Position

The Barbara & Jack Kay Early Childhood Learning Center prides itself on the quality of its educators. Whether your position stated in your letter of hire is Lead Teacher, Teacher Assistant or After Care Teacher, the job description is the same. The position you have been assigned is based on your education and your experience; however it is not intended to be a limitation to your duties or the fragmentation of the tasks needed to be completed in the classroom and/or the responsibilities towards the children. It is important to mention that some of the tasks and responsibilities are limited by the fact that some educators work part time. We believe in collaboration and teamwork; therefore it is up to each team to set a structure and system based on each other’s strengths and that will allow each member to maximize its potential. We aspire to hire educators who are capable and competent to continuously grow and further develop as professionals, resulting in a change of position. One of the many strategies that we, as a school, implement to further develop educators is ensure all of them have access to the same caliber of tasks and opportunities to experience varied responsibilities. It will be up to each educator to take advantage of the opportunity. Barbara and Jack Kay Early Childhood Learning Center Mission Statement Based on a forward-thinking and constantly evolving – yet deep-rooted educational philosophy – the Barbara & Jack Kay Early Childhood Learning Center focuses on welcoming children and their families into a quality educational experience based on Jewish values. Children are encouraged to develop and grow as individuals as well as members of the Jewish community. Position Summary The Barbara and Jack Kay Early Childhood Learning Center embraces the JCC Association Early Learning Framework, Sheva. Its seven lenses and seven core elements inform the decisions and guide the practice in which we educate our children and their families. At the same time, they inform and guide the behavior of the educators and frame the educational practices in each of the classrooms. By agreeing to be a member of the educational team of the Barbara & Jack Kay Early Childhood Learning Center, you agree to: 1. Ensure the seven lenses are manifested daily in your classroom in the ways in which you structure the time, the curricula, and the environment; in the quality of our relationships with your students, your colleagues, and your host institution; and in the partnerships you forge with the families in the community. They are: Masa, Brit, B’Tzelem Elohim, Kedusha, Hitorerut, Drash and Tikkun Olam – See addendum for a description of each lens. 2. To educate according to the core elements of: Children as Constructivist, Environments as Inspiration for Inquiry, Parents as Partners, Discover: CATCH as Shmirat HaGuf, Israel & Judaism as a Source and Resource. 3. View yourself as lifelong learners, constantly engaging in the pursuit of learning opportunities. Understand that observing and listening to children and families is both skill and art, requiring continuing growth and vigilance.

Requirements

Bachelor’s Degree in Early Childhood Education, Elementary Education, Child Development, Psychology, or Sociology; or Associates Degree in Early Childhood Education or Child Development; or Child Developmental Associate Credential (CDA). Employees who do not hold these credentials may be asked to pursue extensive education in the field of education or a related field.
Department of Children and Families approved 40–clock-hour introductory course in child care or the educational exemption granted by the training coordinating agencies, when applicable.
Department of Children and Families approved 5 hours of literacy training
Knowledgeable of Palm Beach County Health Department rules and regulations governing child care facilities.
CPR and First Aid certification or willingness to acquire it.
Strong English communication skills: oral, reading and writing.
Well versed in child development and ability to utilize this information in the classroom.
Judaic knowledge or willingness to acquire this knowledge through study.
Competent in various skill areas such as music, art, clay, wire and other languages of expression, science, literacy, mathematics, language development and physical development.
Competent in various skill areas such as planning, scheduling, record keeping, classroom environmental design, classroom management, physical and emotional safety of children, and staff and parent communication.
Ability to supervise volunteers and substitutes and work in a teaching team.
Be motivated to learn and grow in an educational environment and be willing to continually increase knowledge in the field of Early Childhood Education, including collaboration with specialists , coaches and consultants
Be willing to work in a team environment; willing to collaborate with colleagues and members of the community.

Nice To Haves

Graduate degree in a child related field.
At least three years of experience in the group education of children.
Jewish education and observance.
Familiarity with community resources.

Responsibilities

Based on an image of the child as a competent and capable learner full of potential, engage with children in research as a way of co-constructing knowledge
Develop curriculum that emerges from the children’s ideas, abilities, and interests.
Create time and space for children to reflect and build upon experiences.
Create documentation (pedagogical narrations) of children’s work, making it visible and using it as a learning tool.
Develop relationships of trust and security, allowing children to thrive.
Develop a classroom culture that is emotionally responsive, enhancing children’s and families’ emotional well-being. Environments as Inspiration for Inquiry
Create an intentional place for children that provokes, wonder, curiosity, intellectual engagement and creativity with endless possibilities.
Create/set up a classroom space that is flexible and where materials are open ended, stimulating exploration and inquiry.
Create/set up a classroom where children have freedom to interact with the environment and manipulate materials.
Provide materials that inform, instruct, and engage children.
Incorporate aspects of the natural world in the classroom, engaging the senses.
Create nonhierarchical (indoor and outdoor) spaces that can testify to the use of multiple languages.
Children and families are represented are to be reflected in the space, creating a sense of belonging.
Respectfully display children’s work as a part of the cycle of learning and reflecting for children, educators and families.
View family engagement as essential to building a healthy school community.
Understand that at the heart of the enterprise is nurturing collaborative partnerships with families.
Value families as competent thinkers and learners.
Provide opportunities for children and their families have opportunities to joyfully celebrate Jewish life.
Develop communication about each child’s development that is ongoing, relevant, and supportive, via emails, parent-teachers dialogues, daily reflections, journey binders and other types of documentation.
Embrace diversity among families.
Create an environment where physical activity, health education, and healthy eating behaviors are valued and taught.
Engage in the study of Jewish texts and stories to find personal meaning to connect it to the curriculum and classroom’s educational experience.
Complete a minimum of ten (10) hour or one (1) CEU in-service training per year, beginning July 1 and ending June 30.
Participate in lifelong learning by increasing knowledge and abilities in the field of early childhood education by engaging in learning communities, online study, attending professional development opportunities, reading books, articles, educational journals, etc.
Maintain a continuous dialogue and problem solving attitude with the teaching team.
Foster and develop the teaching and leadership ability of your colleagues, finding ways to make their jobs as rewarding and stimulating as possible. Make your expectations clear to your colleagues, following through to see that expectations are met, and that you are utilizing your colleagues’ abilities and input.
Attend to children’s physical and emotional safety.
Be with children joyfully.
Maintain own and shared physical spaces.
Attend to daily communication from the Leadership Team.
Comply with children’s assessments as required
Comply with Self-reflection as required
Establish and maintain a well-organized, clean and safe healthy environment for children. Check materials, equipment, and supplies to see that amounts are adequate and that they are in good repair. Take preventative measures against hazards to physical safety. Care for and maintain equipment within the school.
Supervise, train and constructively utilize substitute teachers and volunteer’s skills and abilities.
Uphold the Code of Ethical Conduct.
Protect the rights and privacy of children and families by maintaining strict confidentiality.
Maintain adherence to all company policies and procedures, including agency safety requirements.
Work the days and hours to perform all assigned responsibilities and tasks, be punctual and timely in meeting all performance requirements, including but not limited to, attendance standards and work deadlines.
Perform additional program duties as assigned by the director according to the school and agency needs.
Abide by the policies and procedures of the school as written in the Staff Handbook – Keeping the Children Safe, Keeping our Standards High.