Teacher

Family Resource Center Association

5d•$21 - $26

About The Position

GENERAL SUMMARY: Teachers are responsible for all components of quality early childhood programming. This includes collecting and using data to support early learning and development in the classroom environment, planning and implementing developmentally appropriate curricula for 3-5 year old children, supervising assigned staff, and working effectively and professionally with children, administration/staff, and parents. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned: PERSONAL AND PROFESSIONAL BEHAVIOR Assume responsibility for continued professional growth, including maintenance of a valid Child Development Permit at the Associate Teacher level or higher. Adhere to all FRC personnel policies and procedures on a consistent basis. Willingness to engage in reflective practice in support of developing inclusive, culturally sensitive child development strategies and the need for incorporating code of ethics into practice. Maintain excellent work habits (attendance, punctuality, time management, teamwork, communication, etc.). EARLY CHILDHOOD PROGRAMMING Demonstrate understanding that children develop and learn in an integrated way, across domains. Plan experiences that support preschool development and learning in all domains and content areas in collaboration with co-teachers and in alignment with the mission and philosophy of the Center; integrating indoor and outdoor environments. Plans environment and learning experiences in accordance with goals as stated on Individualized Education Programs (IEP) of children, in consultation with families and service providers. Communicate with staff and families about the ways in which environments and strategies are designed to promote learning across all domains. Plans and follows the posted daily schedule to meet regulatory requirements and support the development and learning of children. Daily schedule incorporates a balance of child-initiated play and exploration and adult-facilitated strategies that support learning and development across domains. Use observations, screenings and Desired Results System to assess and plan intentional curriculum to support the development and learning of each child in daily practice. Identify need for referrals based on observations, input from staff, request from families, and screening tools. Refer concerns about children to appropriate staff. Use the Early Childhood Environmental Rating Scale (ECERS) as a tool to evaluate the classroom environment with the goal of achieving a score of five (5) or higher. Use data from the ECERS to inform decision-making and determine how environment can be enhanced. Oversee day-to-day transitions with sensitivity to each child’s responses to separation or transitions. Work with families to support children during transitions.

Requirements

Prior experience in developing program/curriculum aligned with California Preschool Learning Foundations and Frameworks.
Experience in Early Childhood Education and developmentally appropriate practices.
Considerate and responsive to the needs of children and families.
Able to communicate (verbal and written) in English (other language(s) as appropriate) with staff, children, and families in an effective manner.
Physically capable to respond in a timely manner to the children’s needs, emergencies and conflicts that may occur within a childcare center environment.
Able to lift and carry at least 30 lbs. from floor to waist.
Physically capable to assist children when needed to ensure their safety in the play area.
Physically able to crouch, squat, sit and stand on the floor (up to 30 minutes) to relate to the children in their environment.
Must have good sensory perception.
Able to handle commotion, high noise levels, and pressures of the Center on a daily basis.
California Child Development Associate Teacher Permit required.

Nice To Haves

Associate Degree in Early Childhood Education or related field preferred.
California Child Development Teacher Permit preferred.
Two years of teaching experience in an early childhood setting preferred.

Responsibilities

Collecting and using data to support early learning and development
Planning and implementing developmentally appropriate curricula for 3-5 year old children
Supervising assigned staff
Working effectively and professionally with children, administration/staff, and parents
Assume responsibility for continued professional growth
Adhere to all FRC personnel policies and procedures on a consistent basis
Engage in reflective practice in support of developing inclusive, culturally sensitive child development strategies and the need for incorporating code of ethics into practice
Maintain excellent work habits (attendance, punctuality, time management, teamwork, communication, etc.)
Demonstrate understanding that children develop and learn in an integrated way, across domains
Plan experiences that support preschool development and learning in all domains and content areas in collaboration with co-teachers and in alignment with the mission and philosophy of the Center; integrating indoor and outdoor environments
Plans environment and learning experiences in accordance with goals as stated on Individualized Education Programs (IEP) of children, in consultation with families and service providers
Communicate with staff and families about the ways in which environments and strategies are designed to promote learning across all domains
Plans and follows the posted daily schedule to meet regulatory requirements and support the development and learning of children
Incorporate a balance of child-initiated play and exploration and adult-facilitated strategies that support learning and development across domains
Use observations, screenings and Desired Results System to assess and plan intentional curriculum to support the development and learning of each child in daily practice
Identify need for referrals based on observations, input from staff, request from families, and screening tools
Refer concerns about children to appropriate staff
Use the Early Childhood Environmental Rating Scale (ECERS) as a tool to evaluate the classroom environment with the goal of achieving a score of five (5) or higher
Use data from the ECERS to inform decision-making and determine how environment can be enhanced
Oversee day-to-day transitions with sensitivity to each child’s responses to separation or transitions
Work with families to support children during transitions