Teacher Assistant (ECE)

HRA of New Britain Inc•New Britain, CT

About The Position

To assist the classroom teacher with planning and executing activities that will promote the development of children as individuals through the implementation of best practices developmentally; to be aware of and attentive to the needs of individual safety and welfare; to develop and actively maintain positive communications with parents, to maintain a clean, organized, healthy and safe classroom environment.

Requirements

Must be at least 18 years of age and meet one of the following requirements:
A Bachelor’s Degree in Early Childhood Education or a related degree from a college or University and one year of verifiable full day experience in-group care of unrelated children less than six years old.
OR
An Associate’s Degree in a related field or CDA Certificate with 12 credits in Early Childhood Education and one year of verifiable full day experience in-group care of unrelated children less than six years old.
OR
A High School Diploma or GED and experience in working with children less than six years of age and a commitment to acquire CDA certification within two years of the date of hire to ensure continued employment.
Demonstrate knowledge of and compliance with organization and departmental policies and Federal, State and Head Start Performance standards.
Knows child development characteristics for age group(s) served.
Knows current best practices in the areas of child development.
Knows diverse and appropriate activities for children in various developmental groups.
Knows the elements of good classroom organization and scheduling of activities.
Knows the Head Start Performance Standards particularly as they relate to the implementation of all service and components within the classroom.
Knows and is sensitive to watch child’s and family’s values, beliefs, traditions, cultural influences, make-up and circumstances.
Knows all elements necessary to create a health, safe and clean environment that is interesting and inviting with properly labeled interest areas.
Knows elements of developmentally appropriate lesson plans and classroom activities that also reflect diversity, particularly as it is reflected in the children and their families.
Knows elements of developing appropriate individualized lesson plans.
Knows the special education process particularly as it relates to the Individualized Education Plan (IEP).
Knows the aspect of positive discipline and behavior management in classrooms.
Has a self-understanding of personal values, experiences and biases that facilitate and present barriers in working with certain groups of people.
Must possess personal qualities necessary to relate to parents and staff.
Must have excellent written and verbal communication skills.
Must have strong documentation skills.
Demonstrate the ability to make frequent, significant decisions to assure developmental progress of children.
Demonstrate the ability to supervise pre-school children and ensure a safe learning environment including the ability to monitor and respond to events going on at all times in classroom, outdoor play areas and on field trips. This includes the physical ability to move quickly in order to respond to children who are very active and may need restraint or redirection in order to ensure their safety or the safety of others in the environment.
Demonstrates the ability to respond appropriately (both mentally and physically) to an emergency or a crisis situation.
Ability to read, write and speak English.

Responsibilities

Demonstrate adherence to universal precautions and principals of hygiene and safety as appropriate for children, families and staff.
Create and implement tracking systems to assure all responsibilities are met within an appropriate time frame.
Demonstrate regard for others in any and all communication and encounters – oral and written.
Demonstrate communication skills that promote a positive image of the program and agency.
Demonstrate the ability to communicate adequate and complete explanations.
Complete required forms, reports and projects accurately and on time.
Demonstrate the ability to maintain a professional demeanor in difficult situations.
Demonstrate openness to varying opinions and recognizes the role of management in decision-making.
Demonstrate regard for children by communicating praise and respect, engaging them at eye level, etc.
Demonstrate an understanding of program policies and procedures regarding communication at all levels.
Practice capable and effective problem identification and resolution skills as a method of sound decision-making.
Considers all sides to a problem before passing judgment or coming to a final conclusion or decision-making.
Considers the health and safety of children first in the decision making process.
Assist in creating an environment that is healthy, safe and clean and which facilitates developmentally appropriate activities.
Assist in creating an environment that is interesting and inviting with properly labeled interest areas.
Assist in the development and implementation of lesson plans and classroom activities that are developmentally appropriate, culturally diverse and address aspects of health, mental health and nutrition and individualization for all children.
Assist in the development and implementation of lesson plans and classroom activities that encourage experimentation, exploration, problem solving, cooperation, socialization and choice making.
Assist in the implementation of Individualized Education Plans (IEP’s) on behalf children with disabilities.
Use positive discipline practices and behavior management in classrooms
Assist in promoting and supporting parent involvement and leadership throughout the program.
Participate in the collaboration with Social Services Staff in coordinating and facilitating parent meetings.
Assist in sending home a monthly newsletter that informs parents of curriculum topics, field trips, parent workshops and community events.
Assist the teacher in completing a minimum of two home visits per child each year, two parents conferences per child each year and additional conferences as needed.
Assist in maintaining accurate, comprehensive, and orderly classroom files and, when required, electronic files that include assessment and screening results, anecdotal observations and other required forms.
Annotate the Central File as required by the Teacher and per program’s policies and procedures for doing so.
Assist in the assessment of classroom file information to assure quality and timely service delivery in all areas and to generate outcome information.
Maintain proper regard for the housing of files.
Function as mandated reporter on behalf of children about whom there is the suspicion of abuse or neglect.
Bring child development issues to the Quality Service Review Team and the Case Management Team in order to institute or strengthen child supports toward age appropriate developmental progress.