Toddler Teacher- Preschool

Ignite HR Solutions and our Clients•San Francisco, CA

About The Position

Our Client, FRIENDS OF ST. FRANCIS CHILDCARE CENTER is hiring! About Friends of St. Francis Friends of St. Francis is a 501(c)(3) nonprofit, non-sectarian organization dedicated to providing high-quality childcare and comprehensive family support services to San Francisco’s diverse families. Position Purpose: As part of the classroom teaching team, provide a developmentally appropriate early care and education program for children, ages primarily 2 to 3, and a supportive environment for their parents. As a member of the classroom teaching team, this position is responsible for providing a developmentally appropriate early care and education program for children, primarily ages 2 to 3 years old. The role also supports the creation of a welcoming and responsive environment that fosters strong partnerships with parents and caregivers.

Requirements

AA degree in Child Development, Early Childhood Education or related field of study preferred OR required 24 Early Childhood Education (ECE) or Child Development (CD) Units, including core courses (child/human growth and development; child/family/community and curriculum) and at least 3 units in administration and supervision of childcare development program.
Must be willing to continue educational growth to obtain or maintain the minimum qualifications of a Child Development Teacher’s Permit. Upon hire, must pass a Department of Justice fingerprint clearance and a Child Abuse Index clearance as required by licensing.
Ability to understand, speak, read, and write English, to communicate with children, parents and staff.
Must be able to lift 25-40 lbs (may include lifting children or equipment).
Must be able to bend, stoop, sit on and get up from the floor during classroom activities, and use both hands to grasp securely on a consistent basis.
Must be able to move quickly in an emergency situation to avoid injury.
Relates to children, parents and staff in a warm, positive, respectful manner.
Provides active verbal and physical supervision, including making quick assessments that may require moving and positioning as needed to ensure visual and physical supervisory intervention.
Creates an environment with the team that promotes safe interactions among children.
Responds promptly both verbally and physically when needed to maintain safety in the environment.
Uses a range of strategies for group management, including group size, verbal preparation, and physical facilitation and management of appropriate transitions.
Consistently provides visual scanning of the children in the environment and therefore, when needed, provides active physical and verbal intervention to stop and/or prevent unsafe children’s behavior.
Adhere to professional ethics by maintaining confidentiality, exercising discretion, and demonstrating sound judgment at all times.

Nice To Haves

Knowledge of low-income and homeless issues for children and families preferred.
Knowledge of and sensitivity to the cultural background of the children and families being served.

Responsibilities

Provide individualized and small-group experiences, adapting the curriculum to the needs, interests, and capabilities of each child.
Foster a classroom environment that promotes respect, friendship, inclusion, and safety, while scaffolding activities to support children’s continued growth.
Communicate with families through newsletters, handouts, and in-person conversations regarding parent seminars and family events.
Prepare documentation that makes the children’s work visible.
Conduct twice-yearly parent conferences and DRDP assessments.
Utilize observations and input from professional screening services to identify children with special needs while collaborating with parents in obtaining relevant services.
Works with the team to create indoor and outdoor activities that promote social, cognitive, fine, and gross motor growth.
Promote self-esteem and language skills by using positive descriptive feedback with children managing appropriate transitions and active physical and or verbal intervention.
Maintain open communication with other teaching staff to always support visual access to children.
Utilize reflective thinking with all staff so that adaptations and strategies to meet various center needs can be jointly developed.
Support the creation of a warm, nurturing, and respectful environment for children, families, and staff.
Meet routinely with the Program Director and/or Site Supervisor to share observations, plan curriculum, and support ongoing professional growth.
Work cooperatively with parents, staff, and third-party consultants to meet the individual needs of children and their families.
Maintain professional, respectful, and positive communication that reflects the mission and values of FOSF when interacting with parents, children, colleagues, and members of the surrounding community.
Meet regularly with administration, parents, teachers, and others regarding the developmental progress of children and keep applicable documentation such as DRDPs and parent conference reports.
Maintain accurate, current, and confidential documentation for all children in the assigned group.
Report all injuries and other health concerns to the administration and be trained to administer pediatric first aid when necessary, and as mandated by state law, report any suspected child abuse.
Promptly report all injuries, incidents, and health concerns to administration in accordance with program policy.
Demonstrate knowledge of all applicable licensing regulations and consistently adhere to these guidelines in daily practice.