Multi-Age Teacher

People Serving People•Minneapolis, MN

1d•$25

About The Position

People Serving People is the largest and most comprehensive emergency shelter for families experiencing homelessness in Minnesota and a dedicated leader in homeless prevention. If you want to help transform communities and see families thrive, then People Serving People is the place for you. The Multi-Age Teacher role is to support all teachers and staff throughout the day by helping with classroom management of all ages, specific center tasks, and filling in for teachers when needed such as during breaks, vacations, or absences. The Multi-Age Teacher will maintain an environment that is nurturing and supports the development of children ages 6 weeks – 5 ½ years.

Requirements

Education Required: College Credits in Early Childhood Education/Development and related fields AND experience in licensed childcare centers and pubic schools. AA/AS/AAS or Bachelor’s Degree preferred.
Computer Skills: Basic computer skills and experience with Microsoft applications. Familiarity with iPad apps and systems. Ability to navigate virtual meetings, events, trainings, and tasks.
Other Qualifications: Two or more years of experience serving multi-cultural, socially diverse population desired.
Combination of education and experience in early childhood required.
First Aid and CPR certified or willing to be certified within 90 days.
Comfortable teaching in multiple classrooms and locations when needed.
Understands and can implement and build on the trauma-informed framework of our classrooms.
Knowledge of Trauma Informed Care principles and models, understands the impact of toxic stress on children in a shelter setting.
Knowledge of the developmental and emotional needs of young children, including in a shelter setting.
Knowledge of the methods and procedures used in a child development center.
Knowledge of basic health and first aid techniques.
Knowledge of Trauma informed Care principles and models.
Knowledge of the developmental and emotional needs of young children.
Knowledge of the methods and procedures used in a child development center.
Skill in coping with a variety of behaviors.
Skill in dealing with children, their families, and the public.
Skill in evaluating situations.
Ability to determine the needs of children.
Ability to teach developmental, social, and emotional skills.
Ability to establish a warm and supportive relationship with the children and their parents or guardians.
Ability to articulate program goals and philosophy and apply it to working in the Early Childhood Development Program.
Ability to effectively relate and communicate to people of varying multi-ethnic and socio-economic backgrounds.
Must be able to lift 50 pounds and have the stamina to model best practices in the classroom and act appropriately in an emergency situation.
A valid driver’s license and/or reliable transportation daily is required.
Child Guidance Skills – Awareness of and sensitivity to particular problems of disadvantages children and the specific needs of families and children who are homeless and in crisis.
Interpersonal Skills – Maintains confidentiality, listens to others without interrupting, remains open to other’s ideas and tries new things, has the ability to establish rapport and interact effectively with a wide variety of people including staff, clients and service providers.
Ethics – Treats people with respect, inspires the trust of others, works with integrity and ethically, upholds organizational values.
Planning/Organizing – Prioritizes and plans work activities, uses time efficiently, completes administrative tasks correctly and on time, follows instructions, responds to management direction.
Communication – Listens and gets clarification, responds well to questions, speaks clearly and persuasively in positive or negative situations, writes clearly and informatively, able to read and interpret written information.
Teamwork – Balances team and individual responsibilities, gives and welcomes feedback, contributes to building a positive team spirit, puts success of team above own interests, supports everyone’s efforts to succeed, and shares expertise with others.
Adaptability – Is able to adapt to changes in the work environment, manages competing demands, changes approach or method to best fit the situation, and can deal with frequent change, delays, or unexpected events.
Technical Skills – Assesses own strengths and weaknesses, pursues training and development opportunities, strives to continuously build knowledge and skills, shares expertise with others.
Dependability – Follows instructions, responds to management direction, takes responsibility for own actions, keep commitments, commits to long hours of work when necessary to reach goals, completes tasks on time or notifies appropriate person with an alternate plan.
Quality – Demonstrates accuracy and thoroughness, looks for ways to improve and promote quality, applies feedback to improve performance, and monitors own work to ensure quality.
Stress Management – Possesses the capacity to maintain personal control and a balanced approach to stressful conditions.

Responsibilities

This position may have a primary classroom assignment and will provide support in other classrooms and age groups.
Support all teachers and staff throughout the day by helping with classroom management of all ages, depending on the needs of the program that day.
Fills in for teachers when needed during breaks, vacations, and other absences.
Understands the impact of toxic stress and trauma on children and their families and can implement and build on the trauma-informed framework developed in the classrooms.
Assists in planning and facilitating curriculum for young children in a developmentally appropriate setting based heavily on social-emotional development.
Assists in facilitation of approved curriculum for young children in a developmentally appropriate setting based heavily in social-emotional development.
Maintains awareness of the developmental level of all children in the classroom, continually supervising and interacting with children.
Assists with encouraging children’s social, academic, developmental, and personal skills.
Encourages and teaches pre-literacy, communication, social skills, cognitive, and other developmental skills.
Welcome, talks with and/or meets with parents as needed.
Maintains clean classroom appearance by organizing, cleaning, and sanitizing daily.
Assists with implementing developmental assessments, child observations, anecdotal records, and other relevant information to share with the team.
Performs related administrative duties.
Works with children experiencing difficulty as assigned.
Strictly adheres to the highest standards of confidentiality and ethics when working with children, parents, and peers.
Is an active participant in center, agency and community meetings, and participates in classroom team meetings.
Collaborates with People Serving People’s teaching staff as needed.
Also supports classrooms at People Serving People’s ELC site when needed.
Knowledge and understanding of DHS Rule 3
Collaborates with People Serving People Programs and Staff as needed.
Participates as an Associate with People Serving People.
Completes First Aid and Red Cross certified CPR training every 2 years.
Completes 24 hours of in-service training per year.
Performs other duties assigned by the Educational Services Manager and Assistant Manager.
Assist with meal prep.